Patrick Walsh: School exclusions are a blunt and archaic instrument

The effect of exclusion on students is often severe and long term, writes Patrick Walsh. Photo / File

OPINION

At first glance it may appear odd that a high school principal of 18 years is calling for an end to exclusions, particularly given I have initiated many myself.

My experience over these years, however, confirms that they are an archaic and blunt instrument for ridding a school of a troubled child and passing them on to another school that is often reluctant to accept them.

Exclusions do not address the underlying issues that bring a student to the Board of Trustees which are generally related to anger, substance abuse, family dysfunction or mental health issues.

The effect of an exclusion on these already vulnerable students is often severe and long term. It adversely affects their self esteem, rips them from their friendship network and sets their learning progression back by months and sometimes years.

In fact, many younger students disengage entirely from formal education and are left functionally illiterate.

District and Youth Court Judges, including Andrew Becroft the current Children's Commissioner, confirm many young people who appear before them began their criminal offending when excluded from school.

The exclusion became a turning point in their life which has led to feelings of rejection, alienation, anger and resentment. Education in the classroom is replaced with learning "street smarts" where they are rich pickings for gang recruitment.

The fact is the student's best chance of rehabilitation is to remain at the school engaged in learning and the support systems put in place for them.

Importantly I have discovered that exclusions themselves do not serve as a strong deterrent to others, which is often claimed as one of its saving graces.

Taking a therapeutic and educative approach alongside restorative practices is far more effective.

There are, of course, some offences of "Gross Misconduct" such as sexual assault where it is not appropriate for a student to remain in the school. Even on this basis, however, the student should have an exit strategy where they get the support they need in a different educational setting.

The fact that a disproportionate number of exclusions involve Māori and Pacific boys should also give us pause to consider our obligations under the Treaty and how our education system can better adapt to meet their needs.

Our society cannot achieve equity and excellence unless we address this.

The recent debate on the right of the Ministry of Education to direct a school to enrol an excluded student with a violent history is in fact a call to end exclusions. What is being asked for is a more humane and educationally effective approach.

It is evident that a student who has reached the point of suspension is facing significant issues in their life causing them and others harm.

It also the case that most schools would have deployed all available resources at their disposal to support the student. Suspension would have been for most a mechanism of last resort.

I would respectfully suggest that school exclusions are replaced by a "red flag" system where a principal can alert the ministry that a student is at serious risk. This would trigger an intervention where a plan accompanied by resources is made available to support the student.

It could include teacher aide hours, counselling or even alternative education for a period of time. If it is decided that it is not in the schools or students best interests to remain, an exit strategy should be agreed upon by the exiting and receiving school.

It is important that there is reciprocity between schools and shared ownership of students in a district.

As principals, we must accept as a bottom line that we not only have obligations to our school communities but also to society at large of which we and our students are members.

Excluding students sows very bitter and destructive seeds which ultimately may be visited on all of us. Creating a different paradigm with adequate resources should allow us to reduce the number of disengaged students and hopefully put a dent in our prison population.

-Patrick Walsh is principal of John Paul College in Rotorua