Support exclusion-reduction interventions with strong implementation strategies and whole-school engagement¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the qualitative synthesis, the review concludes that "targeted, context‐sensitive interventions supported by strong implementation strategies and whole‐school engagement are most likely to achieve sustained reductions in school exclusion". In practice this means selecting flexible, well-structured programme formats aligned with local context, ensuring consistency in school policies and practice, and securing buy-in from staff, particularly senior leaders, since visible improvements in pupil behaviour motivate continued engagement.

Design Implications¶

Context¶

Requirements¶

• Senior-leader and staff buy-in
• Consistency in school policies and practice
• Intervention content aligned with local context

Constraints¶

• Outdated materials or content misaligned with local context impeded delivery; resistance from more experienced staff was noted

Target Learners¶

• School-aged students in mainstream schools at risk of disciplinary exclusion

Target Learning Goals¶

• Sustained reduction of disciplinary school exclusion

Related Strategies¶

Examples¶

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Key Sources¶

• Valdebenito, S., H. Gaffney, M. J. Arosemena‐Burbano, S. Hitchcock, D. Jolliffe, and A. Sutherland. 2025. “School‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review.” Campbell Systematic Reviews 21: 1–96. https://doi.org/10.1002/cl2.70063