How children make sense of their permanent exclusion: a thematic analysis from semi-structured interviews

A rising number of children are permanently excluded from school each year in England. Children’s experiences exclusion underrepresented the literature, effectively giving prominence to views and interpretations researchers. This qualitative study uses semi-structured interviews explore ways which story their experience (N = 18). Thematic analysis was used identify trends children’s data, integrating key themes develop an understanding how make sense situation. The main findings this that tend schools as misreading symptoms social injustice, bullying, special educational needs misbehaviour non-compliance. reported behaviours were a communication personal problems amplified by punitive measures. Ways can implement these discussed with recommendations for employing within settings.