Exploring internal exclusion in mainstream secondary schools: views and experiences of young people with SEND

This small scale, qualitative research explores how internal exclusion (IE) is used for adolescents with special educational needs and disabilities (SEND) in English mainstream secondary schools. IE, though common, is largely unregulated, and students with SEND face a higher risk of exclusion. There has been little research into IE, especially for adolescents with SEND. Semi-structured interviews were used to gather the views of seven boys, aged 12–16 years, with SEND, focusing on their perspectives and experiences of IE. Thematic analysis generated three themes: Power, Losses and Dichotomies. The findings suggest that IE can result in a loss of learning and interaction and can negatively impact student-teacher relationships. The findings also emphasise the importance of considering power and labelling in the school system and identifying needs. Strengths and limitations of the research are discussed, including the requirement for further research into the experiences of girls and the differing applications of IE across schools. Implications for educational psychologists' practice are discussed, especially in support of schools' inclusive practices, including the use of reflective questions around IE for adolescents with SEND.