Abstract

As part of a larger project on the political economies of school exclusion in the UK, this study examines parents' experiences of their child being excluded from school. Semi-structured interviews were completed with ten parents of children excluded from school; all children had an Additional Learning Need (ALN). Interviews explored their child's experiences of school, the sanctions the schools used to deal with negative behaviour and the events that led to exclusion. Findings showed that unlawful exclusions made it challenging to gather evidence of children's support needs and get the appropriate support. Parents felt that when their children were diagnosed, schools did not always make reasonable adjustments. Parents spoke about the difference it made if their children were asked a question in a certain way or were given time to process a request. Parents also felt that schools did not use the most appropriate sanctions for their child’s negative behaviour, with restorative sessions allowing them to learn. Some parents reported that their school had tried to force a managed move which would be ineffective if appropriate support was not implemented. This research concludes that if parents' views are listened to by schools about the proper support and sanctions for their children, exclusions and the subsequent loss of learning can be avoided. 

Keywords: ADHD, ASD, Exclusion, Parents, Additional Learning Needs (ALN)

How to Cite:

Bridgeman, J., (2025) “The Participation of Parents of Children with Additional Learning Needs (ALN) in the School Exclusion Process in Wales”, Wales Journal of Education 27(2). doi: https://doi.org/10.16922/wje.27.2.2