Carol Hayden

‘Troubled Families’ Programme in England: ‘wicked problems’ and policy-based evidence

This article outlines and critiques a key area of contemporary social policy in England: the Troubled Families Programme, launched in 2011. This is a national programme which aims to ‘turn around’ the lives of the 120,000 most troubled families in England by 2015. Troubled families are characterised as those who ‘have’ problems and ‘cause’ problems to those around them. Troubled Families can be viewed as a ‘wicked problem’ in the sense that the issues surrounding these families tend to be reconceptualised regularly and re-solved differently, depending on changes in government. The article critically reviews the evidence base for the overall approach of the programme and the way the scale and nature of the issue is understood. It debates whether this is a case of evidence-based policy or policy-based evidence. Early indications are that behavioural change is likely to be achieved in some families (increased school attendance, reductions in anti-social behaviour and crime), but that addressing worklessness (a key focus of the programme) presents the biggest challenge. An even bigger challenge is helping families to find work that will move them out of poverty. The article draws on ongoing research in two contrasting local authorities implementing the programme.

Responding to exclusion from school in England

This paper focuses on the issue of exclusion from school in England. Exclusion from school is seen as indicative of behaviour that teachers find unacceptable within school, as such it represents their limits to tolerance. Aggressive, disruptive and non‐compliant behaviour features strongly in reasons given by schools for excluding pupils. The word “violence” is still applied sparingly as a descriptor for pupil behaviour. An overview of the evidence about the scale and nature of school exclusion is provided, drawing on the authors empirical research in the field. The paper also presents an overview of policy responses to the issue and how these relate to broader issues of child welfare. The paper concludes by reviewing policy tensions relating to school exclusion, particularly in relation to the social inclusion agenda.

Excluding primary school children: the outcomes six years on

This article reports and discusses a study which followed up, through case records, 726 children excluded permanently, indefinitely or for fixed–term periods in 1993/4 in 10 LEAs. The outcomes at secondary level in 1998/9 were found to be moderately poor with the problems intensifying for half the sample. Forty six per cent had further primary school exclusions and 36 per cent received exclusions in their secondary education. Looked–after children and those with special educational needs fared worse and achieved less. Case studies showed the kinds of commitment and support that can work even with very difficult cases.

Primary exclusions: evidence for action

Summary This short report presents the interim findings of an ESRC‐supported study of primary school exclusions. The research to date has involved a questionnaire survey of LEAs nationally and in‐depth case studies, involving schools, parents/carers and children, in two contrasting LEAs. It is first argued that the exclusion from mainstream education of very young children is, in itself, a cause for alarm. Evidence is then presented of rising numbers of exclusions, as well as high levels of unmet educational and/or social need in the majority of cases studied. It is concluded that urgent government action to support children, many of whom were found to be ‘in need’, is not only required under the Children Act 1989, but would actually prove more cost‐effective.

Family Group Conferences—are they an effective and viable way of working with attendance and behaviour problems in schools?

Improving pupil attendance and behaviour are essential to improving teaching and learning in schools. Pupils who have the most problems in these respects are likely to need support that recognises the wider influences on these issues. Family Group Conferences (FGCs) are family-led decision-making meetings, that include the family and significant others in the formulation of a plan to help address the needs of a child. The research reported upon here included a quasi-experimental element in the design in which levels of attendance and school exclusion were key before and after outcomes for the intervention (FGC) and comparison (Education Welfare Service, EWS) groups. The research shows that attendance and exclusion data did not improve in the FGC group but that the comparative gains made in attendance by the EWS were very modest. Nevertheless, responses to the survey of referral agents and interviews with Educational Welfare Officers and FGC coordinators suggest that FGCs are considered to be a viable approach in schools that may be effective in individual cases.

‘Safer Cities’ and Exclusion from School

The interrelationship between anti-social and criminal behaviour and school exclusion is explored in the broader context of issues about school attendance. Empirical research evidence is drawn from...

Valuing the voluntary sector

What is the role and potential role of practice placements in the voluntary sector for DipSW students? Many DipSW students, either from necessity due to lack of an alternative placement, or through a positive choice are undertaking some of their training in the voluntary sector. The ideas and information which inform this article arise out of work funded by CCETSW and undertaken by Carol Hayden and Nina Swarup at the Social Services Research and Information Unit (SSRIU) at the University of Portsmouth. The main purpose of the research was to make a submission to CCETSW for approval as a practice learning agency, of a consortium of mostly voluntary agencies across the Wessex region. In writing this article we are keen to raise some of the issues about how and why the voluntary sector is and may be used in the training of future social workers.

Children on the margins: comparing the role of school in England and France

Children can be ‘on the margins’ in school in a variety of ways. The presenting issues are often conceptualised as ‘school disaffection’ and lack of ‘participation’ in school, although underlying social and economic inequalities are apparent in the groups of young people most affected. Other specific and related issues are complex and include bullying, learning difficulties, cultural difference and school ethos, as well as problems within the home environment. This article can only touch on this myriad of issues. The main point of this article is to compare the debates about school disaffection and lack of participation in school in England and France. It then contrasts the policy response. The article illustrates the similarities in terms of groups of children most likely to be viewed as disaffected or lacking in participation, but highlights differences in emphasis in ideas about the source of the problem and in some specific aspects of the policy response. Central to these differences is the role of schools and teachers in each country, as well as the nature of and expectations about citizenship.

Education, schooling and young offenders of secondary school age

This article outlines the evidence about education, schooling and young offenders of secondary school age. Education and experiences of schooling are shown to be potentially risk or protective factors in relation to offending behaviour by young people. The victimisation and vulnerability of more serious young offenders is highlighted in the case studies that draw on original research. The first case study draws on the findings from an evaluation of a community‐based educational support project for young offenders. The second case study investigates educational provision in a secure children’s home. The article concludes that existing support of these young people is inadequate. It is rarely timely or of a sufficient intensity and duration to address their difficulties and vulnerabilities.

Safer schools in the UK – a case study

The research that informs this article is based on the UK case study schools within a European Safer Schools Partnership, that included nine other countries. A key aspect of the partnership was the promotion of democratic values and violence prevention. The article takes a critical look at the development of such partnerships and how the behaviour of children in and around schools is understood and responded to.