ABSTRACT
This chapter focuses on manifestations of exclusion for which growing concern in reports, research and the media is evident. In addition to informal exclusion, where the learner is asked or directed to stay at home, but not recorded as having been excluded, it considers internal exclusion. J. Barker et al identify and explore seclusion units as the most common organisation of internal exclusion in secondary schools in England. The broad use of seclusion units can be evidenced by the range of job adverts which can be found online, seeking staff for internal seclusion units or internal exclusion rooms across the country. A key aspect of the practice of internal exclusion is the isolation of the individual away from other learners. However, we suggest that the impact of internal exclusion, in the use of isolation rooms or other approaches, can be as significant as with formal school exclusion.
