| Summary: | Although evidence of the negative, long-term implications of school exclusion has been widely documented, levels of school exclusion remain high. A number of studies have reported outcomes of various school-based interventions to support pupils at risk of exclusion and those experiencing social, emotional and behavioural difficulties (SEBD). The aim of the current study was to evaluate the effectiveness of an intensive, out-of-school, emotional literacy programme for pupils in Key Stage 3 at risk of exclusion. The sample comprised 26 pupils (mean age l3:2) who participated in the programme during 2008. A mixed measures design was implemented, using quantative methods to collect data on exclusion rates and measure changes in pupil behaviour; qualitative methods were used to collect information on the views and experiences of pupils, parents and school staff involved with the programme. There was a significant reduction in fixed term exclusions following the programme, but limited changes in ratings of pupil behaviour. Qualitative information enabled the strengths and weaknesses of the programme to be identified. These findings are discussed in relation to previous research and implications for professional practice and further research are considered.
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