An institutional ethnography of exclusionary processes and practices in English primary schools

Abstract

This thesis investigates the exclusionary processes and practices in English primary schools, examining how school ethos, behaviour policies, and institutional frameworks contribute to the exclusion of vulnerable children. Grounded in Institutional Ethnography (IE), this study uncovers the often-hidden mechanisms that lead to formal and informal exclusions. IE provides a methodological lens that traces how ruling relations, such as behaviour policies, shape local practices, often without regard for the developmental needs of younger children (Smith, 2005). By focusing on primary schools, this research addresses a significant gap in the literature. While much research has been dedicated to exclusions in secondary schools, primary schools remain under-explored, despite growing evidence that exclusionary practices can have long-lasting effects on children’s educational trajectories. Exclusion rates disproportionately affect children with Special Educational Needs and Disabilities (SEND), those from minority ethnic backgrounds, and socio-economically disadvantaged children (Gazeley et al., 2020). The study adopts a multi-method approach, combining interviews, observations, and policy analysis. A key finding is that exclusion is not only the result of overt policy decisions but also stems from the informal, everyday practices that reinforce institutional norms. These hidden exclusions, such as the use of isolation rooms or unofficial removals, often escape scrutiny and disproportionately impact vulnerable children (Done & Knowler, 2020). Moreover, this research highlights the tension between national accountability frameworks, which emphasise discipline ii and performance, and the need for flexible, child-centred approaches that can better accommodate the needs of primary-aged children. The findings challenge the notion that exclusion is a necessary response to challenging behaviour, arguing instead that it is often a systemic failure to address the root causes of that behaviour. The research calls for more inclusive, trauma-informed approaches to behaviour management that move away from punitive measures and towards supportive interventions. These approaches not only reduce the risk of exclusion but also foster a more inclusive learning environment, promoting equity and improving outcomes for all children. In conclusion, this thesis makes a significant contribution to the understanding of exclusionary processes and practices in primary schools. It advocates for urgent reforms in national and local policy, promoting inclusive practices that are developmentally appropriate and responsive to the unique needs of vulnerable children. By shifting the focus from punishment to support, schools can become environments where all children, regardless of background or challenges, are given the opportunity to thrive.