Working with Disaffected Students

`Working with Disaffected Students is an interesting, informative and accessible book which should appeal to the target audience of practitioners and policy makers. The recommendations in this book are sound and highly relevant to the target audience. Everyone, particularly the disaffected young people themselves, should benefit from sound research presented in such and engaging and accessible way' - British Journal Educational Studies

`The book stresses the importance of early (and real) inter-agency co-operation, and of good initial and on-going teacher training' - Michael Duffy, The Times Educational Supplement

`An insightful, powerful and, at times, worrying exploration of reasons for children choosing, or being forced, not to attend school. I feel that this book is a must-read for teachers, parents and carers alike. If the powerful messages are absorbed and internalized, then perhaps new ways of exploring the relationships required with children who become disaffected can be found' - Lynne Westwood, Working with People Who Have a Learning Disability

'This book is a welcome and timely addition to the growing body of research and writing on educational inclusion. It is a rich source of good practice, policies and ideas. Used skilfully, it could be a powerful resource to influence a school's approach to the management of student disaffection. I would recommend this book as essential source of empowerment for all who aspire to improve schools and include all' - Alan J Child, Journal of InService Education

`This book provides policy-makers and practitioners with positive strategies for best practice, helping them to formulate and implement policies that will improve prospects for disaffected pupils. The authors encourage inclusive solutions that emphasise working in partnership' - SENCO Update

`This is a humane and reflective book. One for all teachers, heads and other professionals involved in children's welfare. It should be compulsory reading for the target-setters accountability merchants, as it demands a very different king of responsibility towards vulnerable children and their future' - Improving Schools

Foreword - Chris Trinick PART ONE: INTRODUCTION School Lives Fact and Fiction PART TWO: SETTING THE SCENCE A Problem Shared? Putting the Study in Place PART THREE: TELLING TALES OUT OF SCHOOL Children's Voices Parent's Voices Teachers and Head Teachers in the Firing Line PART FOUR: POLICY AND PRACTICE IN SOCIAL INCLUSION Different Voices but Similar Tales Policy into Practice Making Changes Happen No More Villains