Questioning exclusionary practices in education

Blog post

Questioning exclusionary practices in education

Victoria Bamsey, Associate Dean of Education at Plymouth University Elizabeth Done, Associate Professor (Inclusion) at Plymouth University Vivienne Kachollom Rwang, Teaching Fellow at University of Southampton Jen Shute, Research Assistant (Education) / PhD Candidate at University of Plymouth 5 Feb 2026

As four researchers concerned about school exclusion and social justice, we came together in a ��ɫ�� webinar to consider how the global policy intention of providing inclusive education for all school-age children (UNESCO, 1994) has been variously implemented, with particular reference to our most vulnerable children. We problematise the implementation of UNESCO’s (1994) policy objective of inclusive education for all through research that identifies exclusionary practices in the UK context and considers the plight of internally displaced children in conflict zones (IDC) and children with chronic health conditions (CHC).

Inclusive education in policy

Liz and Vicky’s work on theorising school exclusion highlights the disparity between the ‘intended policy’ of inclusive education for all and ‘policy-in-use’ (Ball & Bowe, 1992, p. 100) where, in England, the numbers of children out of education are on the increase (DfE, 2025). Foucault (1982, p. 781) identifies ‘mystifying representations’ as integral to these regimes of truth and Timpson’s claim that exclusion is a rare event in England’s schools (DfE, 2019) can be characterised as typifying such misrepresentation. There is a structural injustice at play, where certain demographics are ‘under the systemic threat of educational deprivation’ (Sriprakash, 2023, p. 785), and where some children’s lives are rendered expendable by a state’s de facto abrogation of responsibility to provide equitable education for all (Ball, 2018).

Excluded in conflict

Globally, 272 million children are not enrolled in school (UNESCO, 2025) and contributory events include displacement through war and civil unrest. Vivienne’s research explores internal displacement in the Nigerian context where 58 per cent of 291,000 internally displaced people are children. Despite country-level intended policy mandating free and compulsory universal basic education for every child, the reality for IDC in camps is that education is limited if available at all (Ferris & Winthrop, 2010). As one child in Vivienne’s research stated: ‘We want to become meaningful people in the society so that we can help poor people who are suffering.’ These IDC look to education to provide a better future and there is an urgent need to restructure the Nigerian education system to absorb IDC and provide suitable teaching and learning. Education is a right, but it also helps to mitigate the ‘psychosocial impact of conflict and disasters’ and facilitate ‘future economic stability’ (Creed & Morpeth, 2014, p. 3).

Chronic conditions, constant barriers

‘Children who do not fit within the norm of mainstream schooling are being excluded on the basis of their needs rather than adapting practices to meet those needs.’

Elsewhere, the increase in the number of children out of school in Western societies (UNESCO, 2025) is due to the failure of schooling to meet the needs of all children (Nnamani & Lomer, 2024). Jen’s research with young people with CHC underlines the challenges faced by some young people in accessing education. Low energy levels can make it difficult for them to catch up with missed learning; they may lose touch with their friends, lack a sense of belonging, and be administratively excluded by not receiving communications about school events. Low attendance impacts student attainment and school-level outcomes, and may lead to schools ‘off-rolling’ these children to other provisions (Done & Knowler, 2021). Children who do not fit within the norm of mainstream schooling are being excluded on the basis of their needs rather than adapting practices to meet those needs (Done & Bamsey, 2025).

Rethinking ‘inclusion for all’

There is a need to challenge and rethink exclusionary practices in education, whether rooted in conflict, health or systemic policy failures. This means continuing to investigate the practices, structures and discourses that marginalise vulnerable learners, and advocating for inclusive, responsive and equitable education systems.

As researchers we have a role to play in shifting the policy rhetoric, and while qualitative research may be seen as lacking validity, rigour and significance (Done, 2022) it is here, through the lived experiences of children and young people, that we can better understand what works for inclusive education. To do this we must rethink education in terms of research, policy and practice.

Researchers must include the lived experiences of young people in their work, providing a platform for sharing their voices.
Policymakers should be held accountable for their promises of an inclusive system of education.
Practitioners must act as agents of change, willing to challenge the meritocratic ‘norm’, to recognise the needs of the individual child, and create educational environments which are accessible for all learners.

We need a new ‘social contract for education that can repair injustices while transforming the future’ (UNESCO, 2021, p. i). It is only through working together – researchers, policymakers and practitioners – that we can make a difference for all.

This blog post is based on the ��ɫ�� event ‘Questioning Exclusionary Practices in Education‘, hosted by the Educational Effectiveness and Improvement ��.��

References

Ball, S. J. (2018). The tragedy of state education in England: Reluctance, compromise and muddle: A system in disarray. Journal of the British Academy, 6.

Ball, S. J., & Bowe, R. (1992). Subject departments and the ‘implementation’ of national curriculum policy: An overview of the issues. Journal of Curriculum Studies, 24(2), 97–115.

Creed, C., & Morpeth, R. L. (2014). Continuity education in emergency and conflict situations: The case for using open, distance and flexible learning. Journal of Learning for Development, 1(3).

Department for Education [DfE]. (2019). Timpson review of school exclusion.

Department for Education [DfE]. (2025). Suspensions and permanent exclusions in England: Academic year 2023/24.

Done, E. J. (2022). Researching ‘off rolling’ as a sensitive topic: ‘Hard’ evidence and experiential accounts. Emotional and Behavioural Difficulties, 27(3), 243–253.

Done, E. J., & Bamsey, V. (2025). Small things/bigger picture: Foucault, Vygotsky and exclusionary practices in schools. Educational Review. Advance online publication.

Done, E., & Knowler, H. (2021). ‘Off-rolling’ and Foucault’s art of visibility/invisibility: An exploratory study of senior leaders’ views of ‘strategic’ school exclusion in southwest England. British Educational Research Journal, 47(4), 1039–1055.

Ferris, E., & Winthrop, R. (2010). Education and displacement: Assessing conditions for refugees and internally displaced persons affected by conflict. United Nations Educational, Scientific and Cultural Organization (UNESCO).

Foucault, M. (1982). The subject and power. Critical Inquiry, 8(4), 777–795.

Nnamani, G., & Lomer, S. (2024). ‘What is the Problem Represented to Be’ in the educational policies relating to the social inclusion of learners with SEN in mainstream schools in England? JORSEN, 24(4), 1046–1059.

Sriprakash, A. (2022). Reparations: Theorising just futures of education. Discourse: Studies in the Cultural Politics of Education, 44(5), 782–795.

United Nations Educational, Scientific and Cultural Organization [UNESCO]. (1994). The Salamanca statement and framework for action on special needs education.

United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2021). Reimagining our futures together: A new social contract for eductaion. ��

United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2025). Out-of-school rate. ��

Victoria Bamsey, Dr

Associate Dean of Education at Plymouth University

Dr Victoria Bamsey is an associate professor of Education at the University of Plymouth and chair of the National SENCo Advocacy Network. She is interested in educational effectiveness and inclusion, focusing on how individuals intra-act within society explored through a Vygotskian lens of human activity. With a background in early years education, Vicky has worked for some 20 years as a practitioner, childcare development worker and early years consultant, and now as a lecturer in education. Recent publications have included an examination of exclusionary practices through the Vygotskian lens of perezhivanie, challenges in international inclusive education in a pandemic context, antiracist practice in early years settings. Her current research is focused on home education and school inclusion.

Elizabeth Done, Dr

Associate Professor (Inclusion) at Plymouth University

Dr Elizabeth J. Done is a graduate of the London School of Economics, visiting fellow at the University of Exeter, and gained her doctorate at the University of Plymouth’s Institute of Education where she is an associate professor (Inclusion) and currently leads postgraduate programmes and supervises inclusion-related doctoral research. Elizabeth was formerly a professor of health psychology in Sudan, introducing qualitative research methods and critical theory. Elizabeth has published widely on inclusion-related issues from a poststructuralist perspective and also on posthumanist (re)theorising of pedagogic practices. She is editor of three Palgrave-Springer collected works entitled International Perspectives on Exclusionary Pressures in Education, Theorising Exclusionary Pressures in Education and Challenging Exclusionary Pressures in Education. She is a member of the ESRC Peer Review College.

Vivienne Kachollom Rwang, Dr

Teaching Fellow at University of Southampton

Dr Vivienne Kachollom Rwang (FHEA) is a teaching fellow at Southampton Education, University of Southampton, where she earned both her PhD and MSc in Education Leadership and Management. With more than 30 years of experience as a teacher and headteacher in Nigeria, she is a passionate advocate for displaced and marginalised children. Her research focuses on rethinking quality education in displacement contexts to ensure no child is left behind. Vivienne’s academic interests include education effectiveness and improvement in challenging environments, educational displacement (IDPs & refugees), accessibility, inclusion, and education policy and practice. She is a dedicated researcher, conference speaker, author and education consultant, committed to transforming access to education through inclusive policies and practices. Along with ��ɫ��, Vivienne is also a member of other associations, expanding her research network.

Jen Shute, Ms

Research Assistant (Education) / PhD Candidate at University of Plymouth

Jen Shute is a PhD student and research assistant at the University of Plymouth Institute of Education. Her interests lie in SEND and inclusion, stemming from 20+ years as a special education practitioner with leadership responsibilities in the UK and Australia, teaching students with a wide range of ages and dis/abilities. Jen is accredited as an autism practitioner with the Autism Education Trust and continues to work as a tutor/coach with autistic adults. She has an MA in Special Education & Inclusion, and her doctoral studies focus on the inclusion of children and young people who have chronic (physical and mental) health conditions.