Publications

The WISERD Education Multi-Cohort Study (WMCS) is an annual longitudinal study to chart the progress of children and young people growing up in Wales. We follow cohorts from schools across Wales and ask questions about their experiences of school as well as their perspectives on current issues. This year, we included a set of questions…

This study investigates the predictive value of subject-specific attainment in GCSE maths, science, and English/Welsh language on AS-level outcomes across six universally popular subjects. Logistic regression models estimate the independent effects of prior attainment and school-factors on AS-level success based on administrative data from 8010 pupils in state-maintained schools in Wales. GCSE science attainment was…

While young people express interest in science at school, many do not pursue science beyond compulsory education, threatening the scientific literacy that is demanded of citizens by an increasingly technology and scientifically driven world. This study presents a large-scale analysis of science subject choices in Wales; a bilingual nation undergoing curriculum reform. Using administrative data…

The data in this article were gathered as part of a larger study of school exclusion in the four jurisdictions of the United Kingdom (UK). Key points of investigation involved attempting to understand why there were disproportionately higher official school exclusions in England, in terms of temporary and permanent exclusions, compared to the rest of…

Russia has always been an important country and, given the circumstances of contemporary geopolitics, an accurate account of its system of higher education is of considerable interest. This book is therefore welcome, as it is well written, comprehensive, and up to date. The authors, Yaroslav Kuzminov and Maria Yudkevich, are well placed to write such…

The WISERD Multi-Cohort Study (WMCS) is an annual longitudinal study to chart the progress of children and young people growing up in Wales. Each year, we follow three cohorts from schools across Wales and ask questions about their experiences of school and their perspectives on national and international issues. Here, we provide a summary of…

Over the last five years, the Excluded Lives team has been examining the patterns and processes of school exclusions across the UK in order to identify those factors which may exacerbate or reduce exclusions. One of most the striking aspects is the contrasting accounts of the causes of exclusion provided by professionals and pupils. Drawing…

Parents have highlighted that they felt powerless in the school exclusion process because school staff speak louder and have all the authority. This study draws on Arnstein’s ladder of citizen participation to analyse parents’ experiences of the school exclusion process. At the bottom of Arnstein’s ladder is nonparticipation; citizens cannot participate in decision-making in this…

Having safe schools is of the upmost importance, but evidence has shown that school buildings often do not achieve this and that the most disadvantaged students get the worst provision. This research examines whether school buildings can create the conditions for disruptive behaviour. Using the example of the UK’s 21st Century Schools Programme, which has…

As part of a larger ESRC-funded project on the political economies of school exclusions in the UK, this research examines alternative provision (AP). AP is where children and young people at risk of exclusion are removed from mainstream education. The AP sector does not provide a transitional pathway. Instead it is a complex disarray of…