Lost Learning: Prevalence, Inequalities and Outcomes of Internal Exclusion in Mainstream Secondary Schools
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| Title: | Lost Learning: Prevalence, Inequalities and Outcomes of Internal Exclusion in Mainstream Secondary Schools |
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| Language: | English |
| Authors: | Emma Thornton (ORCID |
| Source: | British Educational Research Journal. 2026 52(2):1012-1037. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Inclusion, Foreign Countries, Secondary Schools, Discipline, Mainstreaming, Equal Education, Behavior Problems, Behavior Modification, Sense of Belonging, Secondary School Students, Student Attitudes, Suspension, Student Characteristics, Social Discrimination, Educational Practices |
| Geographic Terms: | United Kingdom (Manchester) |
| DOI: | 10.1002/berj.70049 |
| ISSN: | 0141-1926 1469-3518 |
| Abstract: | Internal exclusion (isolation) is a behaviour management approach involving the temporary relocation of a pupil from their classroom to a designated isolation space as a consequence of disruptive behaviour. We present the first study of prevalence (i.e., what proportion of young people are isolated?), inequalities (i.e., who is more likely to be isolated?) and outcomes (i.e., does isolation impact school belonging and other salient outcomes?) of this disciplinary practice in English secondary schools, via secondary analysis of the #BeeWell dataset (k = 121 mainstream schools in Greater Manchester; N = 34,377 pupils in Years 7 and 10). 8.3% of pupils reported being internally excluded in a typical week, for a total of 8.44 hours. [Corrections added on 15 March 2026, after first online publication: "at least once a week, for an average of 8.44 hours per week" in the preceding sentence has been corrected to "in a typical week, for a total of 8.44 hours", in this version.] Differences between schools explained 6% of the probability of pupils reporting being placed in isolation, and they were more likely to do so if they attended schools with higher suspension rates. Older pupils, boys, LGBTQ+ young people, those with special educational needs, eligible for free school meals, living in more deprived neighbourhoods and from minoritised ethnic groups were all disproportionately internally excluded. Doubly robust estimation models revealed that isolation contributes to significantly worse school belonging (d = -0.15) and relationships with school staff (d = -0.18). While there were no overall effects for perceived stress or mental wellbeing, subgroup analysis showed that internally excluded girls' mental wellbeing was negatively impacted (d = -0.07). We conclude that internal exclusion is a very widely used but likely discriminatory and harmful practice; accordingly, alternative approaches to managing behaviour in secondary schools are warranted. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502610 |
| Database: | ERIC |
| Abstract: | Internal exclusion (isolation) is a behaviour management approach involving the temporary relocation of a pupil from their classroom to a designated isolation space as a consequence of disruptive behaviour. We present the first study of prevalence (i.e., what proportion of young people are isolated?), inequalities (i.e., who is more likely to be isolated?) and outcomes (i.e., does isolation impact school belonging and other salient outcomes?) of this disciplinary practice in English secondary schools, via secondary analysis of the #BeeWell dataset (k = 121 mainstream schools in Greater Manchester; N = 34,377 pupils in Years 7 and 10). 8.3% of pupils reported being internally excluded in a typical week, for a total of 8.44 hours. [Corrections added on 15 March 2026, after first online publication: "at least once a week, for an average of 8.44 hours per week" in the preceding sentence has been corrected to "in a typical week, for a total of 8.44 hours", in this version.] Differences between schools explained 6% of the probability of pupils reporting being placed in isolation, and they were more likely to do so if they attended schools with higher suspension rates. Older pupils, boys, LGBTQ+ young people, those with special educational needs, eligible for free school meals, living in more deprived neighbourhoods and from minoritised ethnic groups were all disproportionately internally excluded. Doubly robust estimation models revealed that isolation contributes to significantly worse school belonging (d = -0.15) and relationships with school staff (d = -0.18). While there were no overall effects for perceived stress or mental wellbeing, subgroup analysis showed that internally excluded girls' mental wellbeing was negatively impacted (d = -0.07). We conclude that internal exclusion is a very widely used but likely discriminatory and harmful practice; accordingly, alternative approaches to managing behaviour in secondary schools are warranted. |
|---|---|
| ISSN: | 0141-1926 1469-3518 |
| DOI: | 10.1002/berj.70049 |
