The research questions for the study are as follows:
- Does school exclusion facilitate criminal vulnerability?
- Are students who are excluded from school at higher risk of county lines involvement?
- How does school exclusion affect mental health, allowing criminal groups to take advantage of the individuals vulnerabilities?
- Are any ethnical or cultural minorities more at risk from exclusion?
- How effective are current strategies used for process integration of excluded pupils into provisional education?
- Are excluded students more susceptible to involvement in knife crime?
- How successful are existing strategies to help excluded students access the curriculum?
- Using qualitative research, are there opportunities for the adoption of more preventative strategies for limitation of excluded students' vulnerability in criminal involvement?
Any useful resources would be greatly appreciated.
Most of your questions are nominative rather than positive, i.e., you assume or predict. There is probably a reverse causation--assuming schools exclude --> student isolated--> criminal behavior instead of criminal behavior student disruptive & oppositional--> schools unable to manage --> schools exclude.
The argument is similar to the American finding 8th grade students who completed Algebra had a much higher graduation rate. Ergo, researchers thought Algebra completion --> higher graduation rates. Thirty years of experimentation has led to a drop in national mathematics scores, students in sham Algebra-titled class, and ignoring there were real baseline differences.
Be careful of oversimplification and the false consensus effect.
certainly
Exposing students to academic exclusion is a violation of international laws
Education is also one of the conditions for sustainable development in any country
Therefore, countries must make education available to all, without restrictions, and for it to be free
Hi Darren,
I am a critical realist who believes in holistic causality, so would look at the many relational factors that would encourage youth offending. These can do with the self (of the excluded student), others and institutions as well as society as a whole. The same analysis would apply to any measures to prevent this which can be addressed at many levels to do with student, others (teachers, family/carers, youth and social workers, etc.), the school, local education authority provision for excluded children, etc.
However, there is a growing body of research that sees links between school exclusion and youth offending. See this:
Article The impact of school exclusion on later justice system invol...
https://ora.ox.ac.uk/objects/uuid:be45caae-4c02-4c86-8662-f86b146c23cd/download_file?safe_filename=Arnez_and_Condry_2021_criminological_perspectives_on_school_exclusion_and_youth.pdf&file_format=application%2Fpdf&type_of_work=Journal+article
https://irep.ntu.ac.uk/id/eprint/18886/1/196560_584%20Hodgson%20PrePublisher.pdf
https://www.bi.team/blogs/do-school-exclusions-increase-crime/
These are mainly UK based studies but similar evidence can be found elsewhere. Not terribly surprising, especially if exclusion is early, repetetive or permanent, students become NEETs, face difficult socioeconomic challenges, have learning and/or other disabilities, were subjected to abuse and harm, and experienced substance misuse. So in a sense, such links need to be seen as part of wider picture.
Hope this helps.
Dima
I've been a teacher for 20 years and I've been working in the education field for 30. During that time, I've taught adult education inside the prison system as well as every level of public school.
This question is, to begin with, not well written and assumes facts not in evidence. "Does school exclusion facilitate criminal vulnerability for students and are sufficient preventative measures in place?" Well, first of all, "school exclusion" is a big term, it can mean a lot of different things--none of them positive. In the US for sure and I believe around the world, according to the UN, purposefully excluding a minor from educational services is illegal, but I think we can set that aside for a moment in order to focus on the meaning of this question. If I am interpreting this question correctly, it appears to be asking: "Are kids who are left out of education more likely to become criminals?" IF that is the intent of the question, the answer is no. It would be easy to say "if kids are denied education then they have no choice but to turn to crime." But the truth is, that is not true. Are there cases or situations where that has been true for one or even a group of individuals? Yes, of course. We live in a world where education is important, especially if you want a higher paying job. Yet, we also live in a world where high school dropouts can become movie stars. While, as a teacher, I want to believe education is a cornerstone for success in this world and that no one could possibly survive without obtaining what I have to offer, the truth is that's not the case. Education definitely helps and provides students with those basic skills, but if you're missing a set of skills, you compensate, you find another way to survive. For SOME, that means crime, for others it means starting at the bottom and working their way up. Some people, when they are excluded or pushed aside, fight back by finding another way. "If School A won't help me, I'll go to School B and graduate with honors, just to show those fools at A." Some people don't like the structure of school and drop out--they "exclude" themselves from education. Some people fall through the cracks and feel kicked to the curb by society and then they have a choice. Do some people, excluded from education, commit crimes? Yes. Do some of them find ways to survive without committing crimes? Yes. Some people with college educations commit crimes! In fact, some people commit crimes just to get a college degree or get a degree so that they can commit better crimes.
The question here assumes that "school exclusion" automatically means some kind of societal disenfranchisement. It doesn't. Choosing crime is always a choice. Maybe, in some situations, it feels like less of a choice than others, but it is always a choice. In my career I've seen students who fit that stereotypical mold of "the kid no one seems to care about" turn to crime, I've also seem some of those kids not choose crime and instead grow up to be well-established adults. I've had students who seemed to have everything going for them throw it all away and turn to crime. I've seen adults with college educations and loving families end up in prison because they made one bad decision.
While I understand the heart behind this question, and personally I want to believe that students who are excluded from school are somehow more vulnerable to crime and that we should have some kind of safe-guard for them. (I want to believe that because it makes my job as a teacher that much more important and would probably put more funding into school systems). The truth is, that is a much too simplified view of the world. I've worked with students who seemingly had everything handed to them: family, education, friends, opportunities for college, and yet they turned to a gang and gang life because that's what appealed to them. I've worked with gang members who were part of a gang that intentionally encourages members to earn an education with the intention of having loyal gang members in prominent positions and jobs. Likewise, some of our favorite actors, singers and athletes, people making more money than I will ever see, were once excluded from school either by choice or by a system that didn't know how to help them.
No, school exclusion does not make people more vulnerable to criminal behaviors. To me, that view is a way of marginalizing people and does more harm than good. If we blame the education system for failing people and claim that is the reason someone commits a crime, we are taking the onus off the shoulders of the person who made the decision and we are placing it on the head of an institution. I think we do this to make ourselves feel better. "It wasn't his choice to commit a crime, the schools failed him." That feels better somehow. The ubiquitous "he" didn't make a bad choice, it isn't his fault, it is the fault of "education." That means that either A, I can shake my fist at something and be mad at all the crime these educators are causing OR B, I can throw money at the problem by contributing to funding for new education measures to prevent crime. (Those measures don't actually change much, but they put a lot of extra pressure on teachers). Meanwhile, we've completely missed that fact that "He" made a choice. We all make choices every day. Every choice has consequences. Sometimes those consequences are child support payments or a demotion or a wrecked car. Sometimes those consequences are a raise, a new opportunity, a wedding. Sometimes, the consequences of our choices is jail or prison. That's not the fault of the education system, that's called "life."
Hola, el estar excluidos del sistema escolar no necesariamente convierte a un individuo en criminales, en mi trabajo doctoral publicado allí (50) LA FAMILIA COMO FUENTE GENERADORA DE SABERES DE LOS FENÓMENOS SOCIALES, DESDE UNA VISIÓN TRANSCOMPLEJA HACIA LA EDUCACIÓN COMUNITARIA | Raquel Peña - Academia.edu hablo precisamente de los fenómenos sociales es un tema complejo en el que es multifactorial, y debe ser estudiado desde diferentes dimensione: filosófico, político, jurídico, social, cultural, educativo, e incluso espiritual porque el ser humano es holístico, un delincuente no nace, se hace, se construye dicen algunos autores, los que defienden el libre albedrío. Platón, nos refiere sobre los vicios, al igual que Aristóteles en su ética aristotélica, son los vicios un tema antiguo, hasta Jesús fue crucificado entre 2 ladrones...por ello te invito a leer mi tesis doctoral en la que muchas de tus preguntas, o algunas respuestas puedes conseguir desde la mirada de mis informantes, y los autores que yo utilicé en mi trabajo doctoral...espero te sea de mucha utilidad. Mi teoría la publico acá como Biometamorfosis Social considero que para que un individuo salga del abismo de la delincuencia hay 2 claves: Familia y Valores y su actitud a ser una mejor persona.
No. Academic excursion is for academic enhancement of the students.
Interesting question and replies.
I think that it depends on how education system and institutions actually work.
If there are different types of schools adressing to different groups of people, then probably nobody would be excluded from education. It is up to each person to attend the type of school that fits him or her and get appropriate education. This sure needs careful and sensitive management, so as not to lead to discrimination between schools.
Certainly, exclusion is a cause for challenges. But the solution should be wholistic.
Its very interest topic.Im novel for research subject.but I think lot of associated factors affect to this.Its depend on educational curriculum, teachers attitudes,practices and social familial factors
My expertise as a teacher is well-established, having imparted knowledge to students with diverse backgrounds and varying learning abilities.
The criminal vulnerability is already there long before children are excluded. It is there underlying SEMH difficulties that make them vulnerable to crime not the exclusion itself. Most schools are usually at the end of the road with challenging behaviour long before they get to the point of reluctantly having to exclude. It is more important to focus on the causes of rising Social Emotional and Mental Health disorders than to blame the symptomatic response to exclude.
Please also consider the priority of education, the compromise of which justifies the exclusion. As Ms. Gordon-Gould commented, the exclusion is very unlikely to have been the result of a single event/action by an individual otherwise enlisted in their education.
Do not limit the potential of those more engaged in their education.
I think it's important we don't fall into the trap of presuming that the correlation of high exclusions and criminal vulnerability is also necessarily causation.
There is a strong link school exlcusion and criminal vulneribility for students, specially those who are already disadvantaged or exploited by a group (gangs) or other related groups. Those activities leads to the students more suspectable grooming, violence and crime
There is a clear and well-established link between school exclusion and criminal vulnerability. Numerous studies have shown that children who are excluded from school are at a significantly increased risk of becoming involved in criminal activity, both as victims and offenders. There are a number of reasons for this association. Exclusion from school can lead to a number of negative consequences, including social isolation and lack of positive peer relationships; disengagement from education and lack of opportunities for positive development; low self-esteem and feelings of hopelessness.
When a person (student) is at a dead end, objectively, this means that his previous plan was incorrect. He has a choice: either choose a goal that would illuminate his path and put him on his feet, or start “taking care of himself.” From experience, the first choice is the way out.
Maybe this is from a more philosophical approach. The things that comes to my mind on this issue are the two Songs,
We Are The Children
Whitney Houston's The Greatest Love Of All ,when listening to the words in these music ,it says it all that we fail these children especially those with learning needs that we are the ones driving them into different behaviours which "may not be acceptable. Maybe exploring their strengths and channelling them towards what they are capable of instead of one shoe fits all. If those schools who are suppose to manage for example those with learning difficulties and are not able to maybe its time to introduce Nurses who are trained in Psychiatry /learning disabilities attached to those schools to advise on challenging behaviours. I believe that every person is entitled to education as we may be setting them to fail in life and venture into unlawful activities.
We are not supposed to talk about exclusion as a measure taken by the school administration, but rather we are talking about directing them to other fields of training that are compatible with the abilities and desires of the learners so that they develop their skills in the professional specializations they choose and at the same time indirectly receive educational values, that dropping out of school It poses a great danger to the child and adolescent because he is in constant need of knowledge and guidance while he is in the stage of building his personality and values. Leaving him far from a training institution that takes into account the different needs of this stage of life is a risk that may result in a high rate of delinquency and a tendency towards crime in its various forms. Especially if the family's social and economic conditions are not good from school
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