Disaffected pupils respond well in circumstances where they feel secure, where they have a sense of being valued and respected, and where they perceive there to be opportunities for them to succeed.
"Effective Schools for Disaffected Students" offers insights into how these outcomes might be achieved in both mainstream and segregated settings. Paul Cooper grounds his investigation in the views expressed by a group of pupils who have been excluded from mainstream schools and placed in residential schools for students with emotional and behavioral difficulties. The perceptions these pupils have of their current and former experience of schooling, as well as their views on the nature and causes of their difficultes are related to research that has been done in the area of school effectiveness.
The author then offers some guidelines on ways in which teachers and managers can work towards reducing disaffection in schools. The book's practical research base emphasizes the need to find solutions to educational problems within the real life contexts in which they occur. This text will be of interest to all those who are concerned with the everday realities of schooling, such as teachers, teacher managers, educational psychologists, as well as researchers and academics.