Exploring Young People’s Views of Upcoming Managed Moves

Prof Doc Thesis

Lee, H. 2020. Exploring Young People’s Views of Upcoming Managed Moves. Prof Doc Thesis University of East London School of Psychology https://doi.org/10.15123/uel.88700
AuthorsLee, H.
TypeProf Doc Thesis

When managed moves were introduced in 1999 as an alternative to a permanent exclusion, their aim was to mitigate the associated negative consequences and allow the pupil a ‘fresh start’ in a new school. Due to a lack of guidance and data around their use, it is questionable as to whether this has been achieved and if they are always used as was intended. Previous research has found some evidence for their effectiveness but highlights the need to consider key facilitating factors and challenges faced in their use. This exploratory and emancipatory research, underpinned by a constructivist epistemology identified the hopes and concerns of young people for a managed move, and their sense of autonomy in the process. Previous research has been retrospective; this research took place prior to the move. In line with the emancipatory element of this research, young people were supported to consider how to achieve their hopes and share their views.
The research used qualitative data collection methods. Semi-structured interviews including techniques from Personal Construct Psychology (PCP) and Solution-Focused Brief Therapy (SFBT) were conducted with six participants aged 13-15 years due to undergo a managed move. Interview data was analysed using thematic analysis, and a number of themes and subthemes were identified for each of the three research questions. Young people were found to feel powerless and unheard in the process. The hopes identified were reflective of basic needs from two models of motivation; Maslow’s Hierarchy of Needs and Deci and Ryan’s Self Determination Theory. Concerns raised reflected barriers to achieving these. The researcher proposes the use of these models as a framework for reflecting on the support for young people during managed moves. The implications of the research findings for both national strategy and Educational Psychology practice are discussed.

KeywordsManaged move; Managed moves; Educational Psychology; School exclusion
PublisherUniversity of East London
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.88700
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Publication dates
Online18 Sep 2020
Publication process dates
SubmittedApr 2020
Deposited18 Sep 2020
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