Patterns of Provision for Pupils with Behavioural Difficulties in England: a study of government statistics and behaviour support plan data

Research output: Contribution to journalArticle

Authors

Colleges, School and Institutes

Abstract

This paper gives as full an overview of the patterns of provision made in England for disaffected and excluded pupils and those said to have emotional and behavioural difficulties (EBD) in England as the available data allow. It draws upon government statistics, local education authorities' (LEAs') first 'Behaviour Support Plans' and related literature. The BSPs were intended by the English government, but sometimes failed to give, comprehensive accounts of current local provision and future inter-agency plans. However, when analysed alongside government figures, certain features become clear. While in 1998 local education authorities were attempting to move towards prevention and on-mainstream-school site interventions, the need for off-site special units ('Pupil Referral Units') continued to increase and the numbers of pupils in EBD special schools remained roughly constant. Despite national pressure to move towards the inclusion of all pupils, LEAs continued to find it impossible to educate a small percentage of pupils with behavioural difficulties on mainstream sites.

Details

Original languageEnglish
Pages (from-to)187-205
Number of pages19
JournalOxford Review of Education
Volume29
Issue number2
Publication statusPublished - 1 Jan 2003