eprintid: 10108645 rev_number: 22 eprint_status: archive userid: 608 dir: disk0/10/10/86/45 datestamp: 2020-10-15 11:22:27 lastmod: 2020-10-15 11:22:27 status_changed: 2020-10-15 11:22:27 type: thesis metadata_visibility: show creators_name: Jones, Hannah title: Understanding young people's experiences of a managed move ispublished: unpub divisions: UCL divisions: A01 divisions: B16 divisions: B14 divisions: J79 note: Copyright © The Author 2020. Original content in this thesis is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. abstract: School exclusion often leads pupils towards a path of social exclusion, with educational disengagement resulting in negative long-term consequences. Managed moves were introduced as an alternative to permanent exclusion, whereby a school can transfer a pupil to another school with the agreement of everyone involved, aiming to encourage increased collaboration between the school, parents and pupil. This thesis explored the experiences of five Key Stage 4 pupils undergoing the managed move process. Interviews occurred as the move unfolded, taking place at multiple time points along their journeys. Within the researched local authority (LA), pupils attended the pupil referral unit (PRU) as part of their managed move process. Five staff members involved in the move process were also interviewed to provide additional contextual information. Findings outlined six overlapping phases involved in pupils managed move journeys including: school life before the move, heading towards the move, transition into the PRU, period of re-establishment, the decision to reintegrate and working towards a different future. Main features of pupils’ managed moves were also identified, namely: adults conceptualisations of behaviour, variation or inconsistency of operationalisation, the need for enabling environments, respectful relationships with adults and by-products of change. Conclusions focus on the individual nature of pupils’ move outcomes, with consideration given to their past, present and future experiences. Within the research the collaborative nature of managed moves was not found to be sufficiently embedded in the process, highlighting the need for a greater understanding of the premise of a managed move. The findings hold significant implications for understanding how pupils experience the managed move process, resulting in implications for EPs, schools, LAs and policy makers in considering how a managed move may be better operationalised to be used as the positive initiative it was once set up to be. date: 2020-08-28 date_type: published oa_status: green full_text_type: other thesis_class: doctoral_open thesis_award: D.Ed.Psy language: eng thesis_view: UCL_Thesis primo: open primo_central: open_green verified: verified_manual elements_id: 1809566 lyricists_name: Jones, Hannah lyricists_id: HJONE18 actors_name: Jones, Hannah actors_id: HJONE18 actors_role: owner full_text_status: public pagerange: 1-195 pages: 195 event_title: University College London institution: UCL (University College London) department: Institute of Education - Psychology and Human Development thesis_type: Doctoral citation: Jones, Hannah; (2020) Understanding young people's experiences of a managed move. Doctoral thesis (D.Ed.Psy), UCL (University College London). Green open access document_url: https://discovery-pp.ucl.ac.uk/id/eprint/10108645/1/Jones-H_10108645_thesis_contact-removed.pdf