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An Exploration of Intersectionality and School Belonging in the Permanent Exclusion of Black Caribbean Boys in Schools in England: Implications for Educational Psychologists (2024)

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Authors: Anna Burnett and Henry Wood-Downie
Published: 2024
Publication: Educational and Child Psychology

Aims: Disproportionately high exclusion rates of Black Caribbean Boys (BCBs) in England are considered from a school belonging perspective, particularly as mediated through teacher relations. The vulnerabilities of this group are considered, with intersectionality suggested as a critical concept. Method/Rationale: BCBs are permanently excluded from schools in England at a rate three times higher than the general population. Permanent exclusion has been linked to a range of negative personal and socio-economic consequences, highlighting the need to address this disparity. School belonging mediates negative peer and parental influences and may be linked to school exclusion for some groups. Literature is reviewed considering belonging, linking belonginess threats to both pro-social and anti-social behaviour. The multi-dimensional nature of school belonging is noted. School belonging literature is reviewed, establishing the vital importance of teacher relationships. Evidence regarding BCB’s relationships with their teachers, often characterised by low expectations, differential treatment and racial bias, is considered. Findings: It is argued that these negative relational influences constitute belonginess threats for BCBs. It is hypothesised that these, along with increased belongingness sensitivity amongst some BCBs, can drive increased anti-social behaviour, in some cases leading to school exclusion. Limitations: This is a theoretical paper and further empirical research is needed into what constitutes school belonging for BCBs, whose lives are often impacted by various intersecting inequalities. Conclusions: Initiatives aiming to increase school belonging amongst BCBs, by improving their relationships with teachers, are suggested as a way of decreasing exclusions. A role for Educational Psychologists in supporting schools with evidence-based approaches to enhancing school belonging for this group is suggested.

Burnett, A., & Wood-Downie, H. (2024). An Exploration of Intersectionality and School Belonging in the Permanent Exclusion of Black Caribbean Boys in Schools in England: Implications for Educational Psychologists. Educational and Child Psychology, 41(2), 17-29.https://doi.org/10.53841/bpsecp.2024.41.2.17

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‘Boys would obviously start more fights’ – Using Personal Construct Psychology to Explore what Boys feel would make School Safe (research poster)

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Assignment type: Small Scale Research Project poster
Authors: Anna Burnett, Amy Brockwell, Alana Gallacher, Becca Stadames, Dawn Slattery and Sarah Wright
Submitted: June 2024

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Poster on display at the 2024 PGR Psychology conference at the University of Southampton

 

Bob Stratford

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It was with great sadness that the course learned today of the passing of Dr Robert Stratford on Saturday, following a period of illness.

Bob was Programme Director for professional Educational Psychology training at Southampton from 1975 until 2009, overseeing 31 years of the Masters programme and  then three years of the subsequent doctorate. In total, nearly 250 ex-trainees will have known him as Programme Director during this period, including four of the current course tutor team. His work in preparation for the transition from the one year masters to the three year doctorate was instrumental to the creation of the bursary system now used nationally.

Bob was a kind and gentle man and will be remembered with great fondness for his encyclopedic knowledge, his enthusiasm for educational psychology in general and for his firm belief in taking a problem-solving approach to EP work (still a key element of the course today, whilst past trainees will likely always remember ‘the four Ps’), also his general calm and of course his love of rugby. He was hugely proud of the Southampton course and of all the trainees who passed through it. His impact on the wider profession goes way beyond the easily measurable. Our thoughts and sincere condolences are with his sons, Mark and Rolf.

If you would like to leave a message or memory of Bob, please contact Sarah Wright sfw1@soton.ac.uk.