Targeting Exclusion, Disaffection and Truancy in Secondary Schools: An Evaluation of An Alternative Curriculum for Older Pupils

This article begins with a cursory discussion on rates and causes of school exclusion as well as curriculum initiatives intended to minimise exclusion risks and improve school attendance. Focus is then placed upon an evaluation of an innovative programme designed to provide support to those at risk of exclusion from secondary schools. Consideration is given to recent government thinking and initiatives intended to help schools to reduce rates of disaffection, truancy and exclusion. The implications of these initiatives for those who have – and others at risk of developing – an identified special educational need are also considered

The Impact of Television on Children's Antisocial Behavior in a Novice Television Community.

Investigated the impact of new television services on children's social behavior in a broadcast television-naive community. Surveyed children at age 3-4 and again at age 7-8 after the introduction of television. Found that children's responses on the Preschool Behavior Checklist and Rutter Behavior Questionnaire indicated that after television, antisocial behavior increased among boys

Monitoring Children's Behaviour in a Remote Community Before and Six Years After the Availability of Broadcast TV

Teachers rated nursery class children’s behaviour 18 months before (i.e. in 1993), and 68 months after the availability of broadcast TV (i.e. in 2000) on the island of St Helena. Across a period of seven years - and almost six years of TV - findings showed few significant differences between teachers’ ratings of the two cohorts. In particular, with the 2000 cohort there was no evidence of increases in the types of anti-social behaviours that TV is often alleged to encourage

Children's Playground Behaviour Across Five Years of Broadcast Television: A Naturalistic Study in a Remote Community

3‐ to 8‐year‐olds’ free‐play behaviour was video‐recorded in two playgrounds before broadcast TV's availability in the South Atlantic island of St. Helena. Similar aged children's behaviour in the same playgrounds was recorded five years after television's arrival. Recorded behaviours were then coded for pro‐social and anti‐social acts. Out of sixty‐four pre‐lpost‐TV comparisons only nine significant shifts were found. Five revealed decreases in pro‐social behaviour (boys and girls), two showed increases in pro‐social behaviour (boys only), and the remaining two showed decreases in anti‐social behaviour (for boys only). In the discussion, particular environmental factors are highlighted which may help determine whether learned aggression (from TV and elsewhere) is enacted