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Updated: Jan 23, 2026
08:31
Place and Response Learning in the Open-field Tower Maze
Published on: October 28, 2015
10.9K
Working with school-refusing young people in Tower Hamlets, London.
1Middlesex University London, UK.
Clinical Child Psychology and Psychiatry
|June 18, 2019
Summary
Professionals seek better ways to support socially withdrawn students unable to attend school. Intensive, multi-layered interventions involving gradual socialization and technology are suggested, but more research is needed.
Area of Science:
- Child and Adolescent Psychology
- Educational Psychology
- Social Work
Background:
- Social withdrawal in young people presents significant challenges to mainstream education.
- Pupil Referral Units (PRUs) support students with complex needs, including severe social withdrawal.
- Understanding professional perspectives is crucial for effective intervention.
Purpose of the Study:
- To explore the views of professionals working with socially withdrawn students in Tower Hamlets.
- To identify contributing factors to school withdrawal and needs for reintegration.
- To inform the development of targeted support strategies.
Main Methods:
- Quantitative data from young people at a London Pupil Referral Unit (PRU).
- Qualitative group interviews with professionals supporting these students.
- Analysis of professional insights into student needs and intervention requirements.
Main Results:
- Professionals perceive these young people as having highly complex needs.
- There is a lack of clarity regarding the causes of school withdrawal.
- A need for intensive, multi-layered interventions was identified.
Conclusions:
- Effective interventions require gradual socialization, parental involvement, and consideration of technology's role.
- Professionals highlighted the complexity of socially withdrawn students' needs.
- Further research is essential to refine and validate intervention strategies for successful reintegration.
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