Does every child know they matter? Pupils’ views of one alternative to exclusion

20Citations
Citations of this article
30Readers
Mendeley users who have this article in their library.
Get full text

Abstract

Schools are now urged to make every child matter. In this paper we present the case of the Coalfields Alternatives to Exclusion (CATE) strategy in which pupils at risk of permanent exclusion are offered the opportunity to start afresh in a new school. Without the stigma of exclusion, pupils are able to develop new relationships with peers and teachers and enhance self-esteem. We argue that this system of managed moves, despite some difficulties and challenges, offers an insight into the ways in which feelings of mattering can be translated into new behaviours and intentions. This we suggest provides pupils with a positive opportunity to resume their education and to be genuinely included in the life of their new school. © 2006 NAPCE.

Cite

CITATION STYLE

APA

Harris, B., Vincent, K., Thomson, P., & Toalster, R. (2006). Does every child know they matter? Pupils’ views of one alternative to exclusion. Pastoral Care in Education, 24(2), 28–38. https://doi.org/10.1111/j.1468-0122.2006.00362.x

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free