School Exclusion, Youth Justice and Children with Speech Language and Communication Needs (SLCN): A Gendered Analysis

• In Event: Social Control and Youth at Risk: Observations from England, Wales, Greece, Finland, and Spain

Abstract

This paper presents findings from an analysis of data from an early response project for children in England identified as at risk of school exclusion, a recognised risk factor for youth justice involvement (Valdebenito et al, 2018). Analysis of the education and youth justice records of children referred to the project between 2019-2023 identified that many had undiagnosed speech language and communication needs (SLCN) and there were variations by gender. Of the 199 children referred to the project between 2019 and 2023 only 12% had pre-identified Special Educational Needs (SEN) and just 6% had known previous contact with speech and language therapy services yet project assessments identified 89% of children had SLCN including 52% with moderate to severe levels of SLCN. Notably fewer girls had pre-identified SEN (7%) in comparison to boys (15%) but were assessed at similar levels of SCLN. Further, of the 20% of children with a history of contact with youth justice services 42% were girls, a much higher percentage than the percentage of girls in the youth justice system in England and Wales overall. Implications for education and youth justice practice are discussed.

Authors

• Caroline Lanskey, University of Cambridge

• Shujing Shi, University of Cambridge