This paper reports our ongoing research into ‘informal’ and illegal’ exclusionary practices in English schools (Done & Knowler 2020a, 200b, Done et al, 2021). In this strand of our research, we focus on exploring the views of exclusionary practices given by Educational Psychologists, as they work with schools to mitigate the impacts of ongoing school closures due to the COVID-19 pandemic. Educational Psychologists are an important professional group in our research, due to their nature of their work around issues such as mental health and behaviour management, and the high demand from schools for their expertise. Therefore, we understand that they are in a good postion to be able comment and reflect on the prevalence of exclusionary practices such as ‘off rolling’ and to consider strategies to mitigate the use of these strategies (Greif, Mackay & Gunter, 2019). Although the reported research is based on the legislative framework in England, the governance bodies of many countries are supplying national school data to the OECD for inclusion in its PISA rankings suggesting comparable imperatives around academic performance in other national education systems.
Our research follows our development of a conceptual framework based on a thorough review of government policy documentation, including reports from non-ministerial governmental bodies which, nevertheless, are characteristic of neoliberal education governance given their influence on government policy; the primary focus here was the discursive constitution of Educational Psychologists’ identities and formulation of novel political technologies that impacts of their work with schools (Done and Knowler, 2020). The theoretical concepts which have informed the research design and objectives include Foucault’s (1982) concepts of fabrication (as discursive constitution and subjectivation) subject formation and subjection through individualising discourses and ‘dividing practices’, and Ball’s (2003) concept of performativity (the introduction of novel signifiers and policy technologies that suggest an intensification of governmental control and a transnational discourse of economic efficiency).
We are interested in the complex relationship between economic and political rationalities and the implications for Educational Psychologists, school leaders, school-based SEN coordinators, and in proposed measures to eliminate ‘off rolling’ following a recently published government commissioned report on school exclusion in England (Department for Education 2019). The scale of illegal ‘off rolling’ is difficult to establish, however, the Family Fisher Education Trust have calculated that in 2017 approximately 22,000 students were found to have left school between grades 7 and 11 82 and could not be accounted for by, for example, transfer to ‘alternative provision’ or specialised units. Students in this group were more likely to be eligible for free school meals (FSM), have Special Educational Needs (SEN) and lower attainment at primary school. Nye (2017) identifies that schools currently have a ‘perverse incentive’ to lose pupils who would adversely affect school performance data as school league tables measure only those remaining on roll in January of Year 11 (age 16 years). In addition, in March 2018, 52,770 children were known to authorities as electively home-educated (OSA, 2017, p.34) and authorities not only reported increases of 40-70% but also concerns that home education was ‘coerced’ in many cases and therefore a form of ‘off rolling’ (p.35).
The research questions for this study are:
• How do Educational Psychologists working with schools in England understand and explain the practice of off rolling?
• What are the challenges and dilemmas surrounding this practice for Educational Psychologists?
• What is the personal and professional impact on Educational Psychologists’ involvement in cases of off rolling?
• What do Educational Psychologists say about how the practice of off rolling might be avoided in England?