An Exploration of Excluded Young People’s Experience of Permanent Exclusion Using Interpretive Phenomenological Analysis (IPA)

In spite of changes in the law and approaches aimed at reducing school exclusion, the level of Permanent Exclusion from schools within the United Kingdom (UK) remains high. The short-term and long-term consequences for both the individual and society, including reduced life chances and wider social exclusion, are well documented. As a result, school exclusion continues to be an on-going priority for the government and professionals working within education. Conducted in an inner London borough, this thesis is set within the national and local context of concern regarding school exclusion. Aiming to develop a better understanding of the experiences of young people who have been permanently excluded from school, this thesis addresses a gap in the literature base. The lived experiences of Permanent Exclusion were explored from the viewpoint of excluded young people attending a pupil referral unit (PRU). Using an Interpretative Phenomenological Analysis (IPA) methodology, semi-structured interviews were conducted and analysed. The resulting themes that emerged from the data analysis are presented and overarching findings are discussed in relation to previous literature and psychological theory. Key themes relating to basic psychological needs were identified and the findings were explored alongside self-determination theory (Deci & Ryan, 1985). Implications of the findings for Educational Psychologists (EPs), school staff and other professionals working with this group of young people are discussed in relation to applying self-determination theory more holistically in schools. Recommendations for future research are also presented.