Cooke, Toby; (2025) The Out-of-Class Dilemma: How Inclusive Is It for Pupils with SEN To Be Out-of-Class? Exploring Perceptions, Purposes and Prevalence. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

Introduction As mainstream schools seek to include pupils with special educational needs (SEN), adaptations are being made that appear to result in them spending significantly more time out-of-class than their peers. However, the potential repercussions of practices that segregate pupils with SEN (PSEN) could profoundly impact their sense of belonging in school and their learning outcomes. Purpose My research aims to inform more inclusive practice and decision-making in schools by addressing gaps in current knowledge through: (1) exploring stakeholders' perspectives on the inclusivity of PSEN being out-of-class; (2) identifying the reasons they are out-of-class; and (3) measuring how often and for how long these occurrences take place. Methods I conducted four focus groups with year five and six pupils, teachers, senior leaders, and Educational Psychologists (EPs) to explore their perceptions about PSEN being out-of-class. The reasons for being out-of-class reported in the focus groups informed a monitoring system that teachers in seven classes implemented across three schools for one week to record the reasons for and duration of pupils’ out-of-class exits. Results Qualitative findings showed that stakeholders recognised both benefits and drawbacks of PSEN being out-of-class, highlighting important inclusion tensions associated with being out-of-class. Quantitative findings showed that PSEN spent significantly more time out-of-class than their peers, primarily for interventions, though this appears to have reduced over the past decade. Qualitative findings showed that stakeholders recognised both benefits and drawbacks of PSEN being out-of-class. While they acknowledged the potential learning benefits from adapted learning support delivered out-of-class, they also raised concerns about PSEN missing in-class teaching and how being out-of-class impacts their social and psychological inclusion. Together, these findings highlighting important inclusion tensions associated with being out-of-class. Quantitative findings showed that PSEN spent significantly more time out-of-class than their peers, primarily for interventions, though this appears to have reduced over the past decade. Conclusions I propose that inclusion should be understood as being multi-dimensional, individual, and shaped by time and context. I identify three practical steps to guide decisions about pupils being out-of-class: (1) clearly operationalising inclusion; (2) making informed decisions about pupils being out-of-class; and (3) monitoring the impact of being out-of-class. My findings provide timely insights and a useful framework to support schools, EPs, and policymakers make informed, inclusion decisions based on the purpose, impact, and context of each reason for pupils being out-of-class.

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