Excluded

Young people share their experiences of school exclusion, detailing feelings of marginalization, depression, and a lack of understanding from teachers. The segment emphasizes that exclusions can lead to negative long-term outcomes like imprisonment and a lack of opportunities, advocating for more funding, support, and a compassionate approach to education.

The film aims to give a voice to young people affected by school exclusions. It features diverse experiences, including those who have been temporarily, permanently, or indirectly excluded, as well as those who have not. Young people were actively involved in workshops, research, and consultations throughout the filmmaking process, using illustrations to maintain anonymity where desired.

Several young people share their firsthand accounts of exclusion. Stories include being excluded at age seven for taking a pencil, experiencing hostility in the classroom, struggles with undiagnosed dyslexia and mental health issues, and being caught in fights. The narratives reveal feelings of being misunderstood, voiceless, and unfairly targeted, often leading to a deterioration in their educational journey.

This section delves into indirect forms of exclusion, such as the lack of support for students with special needs, leading them to refuse school. It also explains 'off-rolling,' a practice where students are unofficially removed from school rolls, effectively making them disappear from official records and leaving them without education or governmental care, often due to parents being unaware of their rights.

The discussion focuses on alternative provisions (APs) and people referral units (PRUs), which are often seen as 'breeding grounds' for gangs and crime. Statistics show very low GCSE attainment rates in APs, limiting future opportunities. Young people highlight how exclusion can lead to criminal activities and imprisonment, creating a 'school-to-prison pipeline.' Personal stories underscore the tragic consequences, with some peers ending up dead or in prison.

Exclusion profoundly impacts a young person's future, hindering educational and employment prospects, and leading to difficulties in accessing benefits. The cascading effects are also felt by families, as described by a sibling whose education was disrupted by trying to protect her brother from gang-related issues. The perceived adversarial relationship between students and schools is also highlighted, with some feeling constantly targeted.

Stories of excluded family members illustrate a distressing cycle: an uncle excluded at age 11 never re-entered formal education, leading to imprisonment. His personal letters from prison highlight the lost potential and the deep emotional toll. This section underscores the systemic nature of the problem, where lack of support from an early age can lead to a lifetime of struggle, not just for the individual but for their entire family.

Despite low GCSE attainment rates, some students find value in alternative provisions due to smaller class sizes and more personalized attention from teachers. The flexibility and supportive environment in some PRUs lead to better engagement and academic performance once students feel listened to. This highlights the potential of more compassionate and tailored educational approaches.

The Scottish Youth Parliament (SYP) plays a crucial role in advocating for young people's rights, particularly with the incorporation of the UN Convention on the Rights of the Child (UNCRC) into Scottish law. SYP emphasizes that denying the right to education impacts all other human rights and views school exclusions as a systemic failure requiring urgent address. They advocate for inclusion of young people with disabilities, additional support needs, and mental health issues.

Glasgow's 'Nurture Programme' has dramatically reduced school exclusions. St. Roch's school exemplifies this approach, providing inclusive and supportive environments where every student is treated equally. Teachers build trust and offer emotional support, enabling students to overcome difficulties and thrive. This program is presented as a model for creating compassionate education systems elsewhere.

'No Lost Causes', a youth-led campaign, advocates for a more professional approach to education and social justice. They highlight the disconnect between schools and students' realities outside the classroom. The campaign successfully engaged with parliamentarians and even Ofsted, demonstrating the power of youth voices to influence policy and challenge existing norms through innovative actions like 'ad-hacking' the London Underground map.

Young people propose concrete changes for a more compassionate education system, including increased funding for mental health and special educational needs support, improved teacher training, and a cultural shift towards understanding and empathy. They emphasize the importance of creating a safe space where students feel heard and are supported, rather than labeled or excluded, recognizing that schools should be communities that nurture personal growth.

The need for teachers to understand students' lives beyond school and to challenge low expectations in urban areas is highlighted. The discussion emphasizes that school exclusions only treat symptoms, not underlying issues like mental health or home problems. A fundamental cultural change in education, coupled with robust pastoral support and teacher training, is crucial to address the root causes of exclusion and ensure every child receives the support they need.