O’Connor et al. (2011) aimed to develop innovative, exploratory research strategies for harnessing the voice of pupils identified with ‘SEBD’. The purpose of the research was to locate the pupil at the heart of data collection and to examine how specific ‘critical moments’ impact upon young people’s educational experiences. A combination of ‘activity sessions’ (with three child participants) and a semi- structured interview (with one young person) were used, along with ‘life grid’ templates to provide a visual tool for exploring significant life events.
The research methods were viewed advantageously and highlighted the importance of researchers moving away from data-gathering processes that treat CYP as ‘objects’, to methods that focus on empowerment and facilitation (O’Connor et al., 2011). However, it was acknowledged that using novel methods (such as activity sessions) alone, risk mono-method delimitation and thus methodological triangulation was viewed essential in reflecting the diversity of CYP’s experiences and in enhancing the validity of the study.
Sellman (2009) offered pupils the opportunity to form a ‘Students as Researchers’ group at a special school specifically catering for CYP with ‘SEBD’. Six pupils (aged
13-16) volunteered to participate in the research and took part in seven ‘meetings’ throughout the research. An agenda was set for the first meeting and then co- planned with participants for all subsequent sessions. A group contract was also devised and participants were invited to share their views about how they would like the group to run. This addresses a key critique of research with child participants, regarding the lack of consultation in terms of how they would like to express their views. Indeed, the fundamental aim of the research was to empower CYP and to ensure that they were ‘partners’ in the research process.
The advantages of the methodology utilised in Sellman’s (2009) research resemble those of focus group methodology, in that the research environment enabled a ‘forum’ whereby pupils were able to share their views. However, similar limitations could also be present, particularly in relation to group dynamics. There are also issues to be addressed concerning the researcher’s position and how their presence impacted upon the ‘flow’ of group discussion, as well as considering the ’voluntary’ sampling procedure, which arguably resulted in specific voices being heard (those who were more articulate). Nevertheless, Sellman (2009) asserted that a key point to take away from the study is that pupils who perhaps would not ordinarily be given the opportunity to engage in student voice projects have demonstrated their capability to engage with such processes and when asked, ‘have extremely important messages’.
2.6. Chapter Summary
The majority of the literature concerning school exclusion and reintegration has predominantly focused on the views of professionals and educational practitioners regarding secondary-aged pupils. Research specifically focusing on factors affecting the reintegration process has explored facilitators and barriers to successful reintegration and findings have indicated that such factors generally fall within four broad themes; the individual, the family, relationships, and the environment. This fits coherently with systemic models of psychology, which divert attention towards the interrelating systems and contexts that impact upon CYP and their experiences of exclusion and reintegration.
There is limited research canvassing parental perspectives on the process of reintegrating pupils into mainstream education. It is hypothesised that this is a result of the inherent challenges in engaging this specific population in psychological research. Studies that have aimed to explore the views of parents have done so alongside other groups, such as pupils and staff, and have encountered difficulties including: recruitment, obtaining consent, and low response rates.
The relatively small quantity of research that has incorporated pupil voice in exploring factors affecting successful reintegration has primarily used qualitative methodology to gain insight into the lived experiences of young people in secondary education. Recurring themes have been identified within the research, with the importance of positive relationships and support being emphasised as key facilitators to successful reintegration. However, there are a number of acknowledged limitations surrounding the literature in this area. The small sample
sizes used within qualitative research projects limit the reliability and generalisability of the findings; interview techniques when used with child participants can result in a biased sample with regard to age and intellectual ability; ethical considerations can affect the recruitment of participants and the nature of the study; and other challenges, such as pupil engagement, pupils’ understanding of the research and power relations, can all influence the findings. In addition, the research has generally triangulated the perspectives of pupils, parents and staff, which arguably contradicts the original aim of many of the projects: to hear pupils’ voices. The views of primary-aged pupils who have experienced school exclusion and reintegration also remain largely unheard, which is of great significance in light of recent exclusion statistics (DfE, 2016).
Cooper (1993) asserted that eliciting young people’s authentic voice is fundamental to inclusive principles and practice, and proposed that we have a moral obligation to enable pupils to articulate their views as effectively as possible. Indeed, there exists a number of studies that aim to incorporate the views of CYP regarding issues associated with exclusion (Trotman et al., 2015; Michael & Frederickson, 2013), however, the majority of the research in this field focuses on secondary-aged pupils and a number of studies were conducted with samples of pupils who had not directly experienced exclusion (McCluskey, 2008; Knipe et al., 2007).
Norwich and Kelly (2004) advocated a need for more ‘realism and effort’ in finding ways to elicit CYP’s perspectives and enabling these to contribute towards educational planning and decision-making. There appears to have been a rise in the number of research projects focusing on ‘pupil voice’ and a number of methods
have been used to facilitate this, including interviews and focus groups. These have highlighted the importance of employing qualitative research methods to gain a rich insight into the lived experiences of CYP. However, there are also inherent difficulties in using such an approach. The present study will address such issues by utilising an approach that is qualiquantilogical in nature, thus maintaining the benefits of a qualitative approach (exploring subjective viewpoints) whilst counteracting the challenges (restricted samples of participants, and engaging children in a lengthy interview process).