Predictability in High-Stakes Assessment: Students’ Approach to Learning

Government statistics indicate that children and young people with special educational needs are five times more likely to be excluded from secondary schools, and account for just under half of excluded pupils.

The House of Commons’ Education Committee (2019) criticised the education system’s treatment of children with disabilities on the following terms: “[C]hildren and parents are not ‘in the know’ and for some the law may not even appear to exist.

This talk will discuss the latest understanding of mental health needs in adolescent populations in the UK and the potential role that mental health services in schools can play.

This seminar is part of our public seminar series on ‘Exclusion from School and its Consequences’, led by the Department of Education and convened by Harry Daniels (Professor of Education) and Ian Thompson (Associate Professor of English Education & Director of PGCE).

There are great differences in the rates of permanent school exclusion in different parts of the UK with numbers rising rapidly in England but remaining relatively low or falling in Northern Ireland, Scotland and Wales.

The use of expert panels to advise governments is a favoured form of policy inquiry process.