Caught between a rock and a hard place: disruptive boys' views on mainstream and special schools in New South Wales, Australia
Students with disruptive behaviour in the Australian state of New South Wales (NSW) are increasingly being educated in separate 'behaviour' schools. There is however surprisingly little research on how students view these settings, or indeed the mainstream schools from which they were excl...
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| Veröffentlicht in: | Critical studies in education 2016-01, Vol.57 (1), p.35-54 |
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| creator | Graham, Linda J. Van Bergen, Penny Sweller, Naomi |
| description | Students with disruptive behaviour in the Australian state of New South Wales (NSW) are increasingly being educated in separate 'behaviour' schools. There is however surprisingly little research on how students view these settings, or indeed the mainstream schools from which they were excluded. To better understand excluded students' current and past educational experiences, we interviewed 33 boys, aged between 9 and 16 years of age, who were enrolled in separate special schools for students with disruptive behaviour. Analyses reveal that the majority of participants began disliking school in the early years due to difficulties with schoolwork and teacher conflict. Interestingly, while most indicated that they preferred the behaviour school, more than half still wanted to return to their old school. It is therefore clear that separate special educational settings are not a solution to disruptive behaviour in mainstream schools. Whilst these settings do fulfil a function for some students, the preferences of the majority of boys suggest that 'mainstream' school reform is of first-order importance. |
| doi_str_mv | 10.1080/17508487.2016.1108209 |
| format | Article |
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Whilst these settings do fulfil a function for some students, the preferences of the majority of boys suggest that 'mainstream' school reform is of first-order importance.</description><subject>Alternative education</subject><subject>alternative settings</subject><subject>Australia</subject><subject>Behavior Disorders</subject><subject>Behavior Problems</subject><subject>Behaviour management</subject><subject>Behaviour problems</subject><subject>Boys</subject><subject>Disruptive behaviour</subject><subject>Educational alternatives</subject><subject>Educational Change</subject><subject>Educational Experience</subject><subject>Educational Policy</subject><subject>Educational Practices</subject><subject>Emotional Disturbances</subject><subject>Exclusion</subject><subject>Foreign Countries</subject><subject>Interviews</subject><subject>Learning Problems</subject><subject>mainstream and special education</subject><subject>Mainstreaming</subject><subject>Males</subject><subject>Primary secondary education</subject><subject>Regular and special education relationship</subject><subject>school exclusion</subject><subject>School Restructuring</subject><subject>Social inclusion</subject><subject>Special education</subject><subject>Special Schools</subject><subject>Student Attitudes</subject><subject>Student behaviour</subject><subject>Students</subject><subject>Teacher Student Relationship</subject><issn>1750-8487</issn><issn>1750-8495</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><recordid>eNp9UE1v1DAQjRCVKC0_oZIlDlzY7dhOYi8nyqq0RRUcAHG0JrbTuGTj1Ha62gu_HW-z9MjJo3lf41cUZxSWFCScU1GBLKVYMqD1kuYdg9WL4ni_X8hyVb18nqV4VbyO8R6gEkLWx8WfNU53XSKNTVtrB4IkeP2b4GDy2GEwZOxR2w_EuBimMblHSxq_i-_Io7PbSPxANuiGmILFzZMsjlY77EnUnfd9JG4gX-2WfPdT6sgv7G18Ty6mLMDe4Wlx1GIf7ZvDe1L8_Hz5Y329uP12dbO-uF3oitdpoYGKRpoGSrCa1aVGLJlpZWtqw5kswbBGcME5RVq1rDLIa1NyveIaViA1Pynezr5j8A-TjUnd-ykMOVJRUUsqKwE0s6qZpYOPMdhWjcFtMOwUBbWvWv2rWu2rVoeqs-5s1tng9LPm8gvN4YyyjH-a8bBxSaF1Y1JdSmNUBhMqN7T-CfHhThnv9mn5K_WBySgwzrPJx9lkpuPWh96ohLvehzbgoF1U_P93_gVLK6au</recordid><startdate>20160102</startdate><enddate>20160102</enddate><creator>Graham, Linda J.</creator><creator>Van Bergen, Penny</creator><creator>Sweller, Naomi</creator><general>Routledge</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20160102</creationdate><title>Caught between a rock and a hard place: disruptive boys' views on mainstream and special schools in New South Wales, Australia</title><author>Graham, Linda J. ; 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| source | Education Source |
| subjects | Alternative education alternative settings Australia Behavior Disorders Behavior Problems Behaviour management Behaviour problems Boys Disruptive behaviour Educational alternatives Educational Change Educational Experience Educational Policy Educational Practices Emotional Disturbances Exclusion Foreign Countries Interviews Learning Problems mainstream and special education Mainstreaming Males Primary secondary education Regular and special education relationship school exclusion School Restructuring Social inclusion Special education Special Schools Student Attitudes Student behaviour Students Teacher Student Relationship |
| title | Caught between a rock and a hard place: disruptive boys' views on mainstream and special schools in New South Wales, Australia |
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