Reducing restrictive practices with young people - the role of relationships and meaningful alternatives

Abstract

Background: Restrictive practices remain prevalent in educational provisions, despite heightened emphasis on equality and inclusivity. This research aimed to explore the factors which maintain such practices as well as amplify the voices of young people which are not yet represented in the literature. Methods/participants: An evaluative systematic literature review (SLR) sought to understand the role of relationships within the use of restrictive practices using a thematic synthesis approach. A qualitive research study explored how three young people reflected on their experience of seclusion while in mainstream school and their views on alternatives following their move to alternative provision (AP). Analysis/findings: The SLR identified 10 relational subthemes that influence restrictive practice. The discussion explores how relationships motivate, maintain and mitigate its use. However, it also considers how relationships can be used to reduce restrictive practice on an individual, group and systemic level. Thematic analysis was used to guide the data analysis of the qualitative study. Four themes were found related to experience: individual, environmental, systemic and relational. Findings suggest that, for some young people, seclusion becomes a self-fulfilling prophecy. It is encouraging that the young people and their parents are more hopeful and positive about the future since their move to AP. Three themes were found in relation to their views of alternatives: emotional literacy, personal development and meaningful communication. Conclusion/implications: This research provides the basis for an argument for the promotion of relational inclusion and policy. It also represents a powerful narrative from a population that have been marginalised from mainstream education. Additionally, commonalities are found with judicial and clinical contexts which should inform future collective action. The discussion regarding alternatives provides a theoretical framework for reviewing practice. Dissemination is explored at the research site as well as local authority and national level. General implications include a consideration of what we can learn from alternative provisions. Specific EP implications include supporting the implementation of meaningful alternatives and how we can prepare young people for adulthood.

Date of Award	6 Jan 2025
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Cathy Atkinson (Supervisor) & Emma Harding (Supervisor)