Completed study from the Youth Justice Research Map - School behavioural management and institutional context

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This project addresses school behaviour management practices in mainstream and alternative provision school in both the UK and the US. Exclusionary and inclusionary practices in behaviour management, reasons behind those approaches and the impact on schools, teachers and young people are considered.

This research adds to a growing body of criminological research in education settings (see Kupchik, Green and Mowen 2015) and represents a substantial step toward understanding the role of State punishment in the lives of youth.

In this research project differences in understandings and practices of school discipline across different school environments are highlighted, as reported to us in interviews with school staff at alternative schools (where students are sent if excluded from their mainstream school long-term) and in mainstream schools in the U.S. and the U.K.

Drawing on data from a sample of staff working in both mainstream schools and alternative schools in the U.S. and U.K., an overview of disciplinary reform in both nations is presented and how reform is conceived by these staff in various agencies is explored. Data indicates that, in both nations, there is a mismatch between mainstream schools and alternative schools regarding approaches to punishment, techniques employed to manage student behaviour, and supports given to students.

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