Julie Harmieson’s Post

Interesting no account of those "self-excluding" effectively escaping exclusion from participating in learning from around year '9' knowing that they stand a 'cat in hells' chance of leaving education as functionally and digitally illiterate as they arrived without any qualifications as they will NOT be enabled to read fluently enough to engage in learning alongside their peers. Nevertheless, having identified that the majority of Kids referred and/or self-presenting (30%) at our Community Workshop Projects were functionally and digitally illiterate enabling them to read fluently was a turning-point for them allowing them to complete NPTC or NVQ qualifications. https://lnkd.in/dB__urn #PublicHealth #DigitalEyeHealth #DiversityAndExclusion

England has seen record numbers of school suspensions and exclusions in a single school year, Department for Education figures show. The 790,000 suspensions in 2022/23 - almost one for every 10 pupils - is 36% higher than the previous record of 578,000 in 2021/22. When children as young as five and six are being excluded, it’s a clear sign that something is seriously wrong in our education system. The education system is failing to meet the needs of children with additional needs. We need to support teachers and schools, as well as children and families, so that children can be supported and get the extra help they need. #Education #SchoolExclusions #SupportOurTeachers #InclusiveEducation

Alarming statistics released today on exclusions and suspensions show unprecedented levels of both for 22/23. Once again it highlights that the most disadvantaged in our schools are disproportionately impacted by exclusion., those with SEN, accessing FSM and pupil premium. Whilst the pandemic undoubtedly has had a pervasive impact on our young people and on the school workforce the trajectory was already rising before Covid. The response to increased levels of challenging behaviour has seen a rise in increasingly strict, high control regimes, this has not had the effect of reducing exclusions or indeed improving standards of behaviour, particularly for those most vulnerable students. If we continue to do what we have always done, we will continue to see rising exclusion rates coupled with poor attendance and escalating numbers of parents electively home educating rather than continue to bear witness to the impact of the school environment on their child's mental health and well being. Schools require increased funding, support and training to create the environments and provision that will inclusively support ALL of our children to succeed in education. We implore the new Government and Bridget Phillipson to take urgently to reduce the current crisis. https://lnkd.in/eEnAG64C

Alarming statistics released today on exclusions and suspensions show unprecedented levels of both for 22/23. Once again it highlights that the most disadvantaged in our schools are disproportionately impacted by exclusion., those with SEN, accessing FSM and pupil premium. Whilst the pandemic undoubtedly has had a pervasive impact on our young people and on the school workforce the trajectory was already rising before Covid. The response to increased levels of challenging behaviour has seen a rise in increasingly strict, high control regimes, this has not had the effect of reducing exclusions or indeed improving standards of behaviour, particularly for those most vulnerable students. If we continue to do what we have always done, we will continue to see rising exclusion rates coupled with poor attendance and escalating numbers of parents electively home educating rather than continue to bear witness to the impact of the school environment on their child's mental health and well being. Schools require increased funding, support and training to create the environments and provision that will inclusively support ALL of our children to succeed in education. We implore the new Government and Bridget Phillipson to take action urgently to reduce the current crisis. https://lnkd.in/eKBE7cUm

together we can put the foundations into our practice to change these stats

Statistics released today show an overwhelming rise in school exclusions. There were 9,400 permanent exclusions in the 2022/23 academic year. This is an increase from 6,500 in 2021/22 and the highest recorded annual number of permanent exclusions. Suspension and permanent exclusion rates continue to be disproportionately higher for males, children with free school meal eligibility and children with special educational needs. Despite the emphasis on inclusion - coupled with the knowledge that children who are excluded from school face further adverse life experiences; we are still here. There is a critical need for a change in approaches to addressing ‘persistent disruptive behaviour’; bearing in mind that behind every exclusion statistic there is a child’s future at stake. https://lnkd.in/e-Dj_-fB

As this article points out - this data represents children. Each number is a child and our most vulnerable ones at that. Don't let the numbers or debate around this distract you from that fact - we are talking about thousands of children. This data does not depict a society that has developed a lack of respect for teachers. It depicts a very disturbing picture of how we are (or not as is likely the case) meeting children's needs. These are our children who will shape the future of our society. This affects us all. Yes, in some instances, schools are in very difficult positions balancing the needs of an individual against the wider safety of others, and suspensions and exclusion should be reserved for these instances. However, this data suggests something else. We must respond with curiosity and connect before correcting if we want to stand a chance of improving life chances for some of our most vulnerable. And of course the small matter of wrap around services being reliable and accessible would go a long way in helping. It's not a simple fix, but re-evaluating our views on childhood and informing our sector with evidence based strategies that support the neuro-sequential development of children would definitely be a good starting point.

From an authentic inclusion perspective, it is crucial to recognise that every statistic represents a child. It is devastating to see that children with genuine needs often have to face permanent exclusion or being identified as at risk of exclusion in order to access the support they require. This approach is fundamentally flawed, our children are the victims of this, and more often than this impacts horrifically for our most vulnerable. The current system is built on blind conformity and compliance, disregarding any form of divergence, including neurodivergence, as non-conformity. Our values have become skewed, and it is imperative that we shift towards authentic inclusion, a system that embraces diversity. It is important to clarify that advocating for a more inclusive system does not mean we ignore behaviours that impact negatively on self and others. However, it is crucial to address the underlying issues and provide support before reaching the stage of punitive measures, that we know, does not help, but rather exacerbates issues!. Understanding the neuro science of learning, the biology of stress, child development, brain development, enabling right time support, identifying possible gaps and or interruptions in social and emotional development is an absolute necessity. I have personally found the implementation of the Thrive Approach incredibly positive, which focuses on the holistic development of children and young people. By adopting this approach, we create an environment that supports their social and emotional well-being, reducing the likelihood of exclusion and promoting positive outcomes for all. www.Thriveapproach.com

The recent statistics on school exclusions are alarming. In the 2022/23 academic year, there were 9,400 permanent exclusions, a significant increase from 6,500 in 2021/22. This marks the highest recorded annual number of permanent exclusions to date. The long-term impact of permanent exclusion on children is profound. Excluded children face greater risks of academic failure, mental health issues, and involvement in the criminal justice system. Each statistic represents a child's future disrupted and potential untapped. We must find more positive and supportive ways to address disruptive behaviours. Instead of exclusion, which often exacerbates the problem, we need to implement inclusive strategies that address the root causes of such behaviour. This includes providing adequate resources for mental health support, engaging with families, and fostering an environment where every child feels valued and understood. It's time to rethink our approach and ensure that every child has the opportunity to succeed, regardless of their background or challenges. Let’s work towards creating a more inclusive and supportive education system. #EducationReform #InclusiveEducation #SupportOurChildren #LongTermImpact #PositiveChange