Markwell, Chelsea; (2024) “It feels like you’re just plastering over a crack” The use of reduced timetables in secondary schools. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

There is a plethora of research around school exclusions within the literature, given the stark consequences and frequency of the practice. Schools use a variety of methods to support young people at risk of exclusion. One method of managing behaviour that is starting to gain mention within the literature is reduced timetables. Research exploring reduced timetables is sparse and little is known about how reduced timetables operate. There is also very little research that seeks the views of young people regarding their experiences of reduced timetables. There has been no attempt to collect in-depth qualitative data on the operationalisation of reduced timetables, nor the experiences of young people placed on reduced timetables in England. This thesis used an ecological lens to explore how and why reduced timetables are being operationalised in schools, and what the experiences are of the young people that are involved in them. Thus, the research presents a two-phase structure. In the first phase, eight professionals from schools and wider local authority teams that have a role in supporting young people on reduced timetables were interviewed. In the second phase, young people who have been placed on reduced timetables were interviewed. A reflexive thematic analysis was used to analyse the data, providing contextual information regarding reduced timetables and the lived experiences of those involved with them. Findings from professionals highlighted three key themes: the varied process of reduced timetables, reasons for reduced timetables, and challenges and tensions within the reduced timetables process. Findings from young people highlighted three key themes: experiences of school, relationships with teachers, and experiences of reduced timetables. Discussions and conclusions focus on the importance of reduced timetables being part of a well-planned, wider support plan that aims to address the underlying needs of young people. The findings hold significant recommendations for educational psychologists, schools, local authorities, and policy makers.

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