Why did ‘Excluded at 7’ fail the children?

• 28 July 2017
• Jane Evans
• no comments

If a child has been excluded 15 times by the age of 7 is the solution a diagnosis of ADHD and sending them to a setting to have their behaviour changed?

The recent Channel 4 documentary Excluded at 7 (available on All 4) looked at a small unit that focuses on changing young children’s behaviour to enable them to fulfill their potential and to be found a new school to attend. The programme’s narrator started by asking,

“The number of children excluded from primary schools is on the rise. Are the schools just more keen to weed out the naughty ones?”

When the children were asked why they were at the unit, it seemed to hinge on having been bad, hurting others and needing to ‘be good’ to get into a new school. However, I did wonder if some of them would have preferred to stay there if:

a) it was possible             b) it was seen as a good thing for them

One child said,

“If you are not good would you get another school? You wouldn’t really.”

Why did the programme make me so sad?

What I saw were staff really focused upon the children’s behaviour, emotions, potential and re-integration to main stream school. It was obvious the children formed relationships with some of the staff, may be for the first time in their lives as low numbers and intensive input with kindness allowed for this. For the children this would undoubtedly have been a wonderful experience.

What caused my sadness was the lack of insight into the trauma and attachment needs of the children. Jarred, with a diagnosis of autism, was used to using his hands to express himself which seemed amazing and a great resource to work with. However, as he was excitedly told about his new school place a reminder was elicited that he would need to “ behave, be good” and not talk to or with his hands in school. Why not use his amazing resource, which was clearly a part of Jarred, to support his development? I doubt that he would have just been able to ‘stop’ it.

Each child featured, showed clear signs of high anxiety and possible trauma. It was apparent in their faces, Many were flat, not very expressive, mostly down-turned mouths and slight frowns of concentration which is required when life has been unpredictable because adults haven’t always been safe. Others had slack facial muscle tone, down turned mouths, frowns of concentration. Additional indications can be:

talking fast

not taking a breath

having very tight bodies

very floppy muscle presentation

vacant staring

…..I could go on. The signs were all there but did not seem to feature. Instead it was clear to the children that behaviour had to be changed, inner ‘goodness’ found, along with a large dose of compliance to rules.

Help for Harvey

Prior to starting at the school 7 year old Harvey had been excluded multiple times. The narrator referred to Harvey as being ‘on probation.’ The Head Teacher described Harvey to another child, “He’s very angry, he’s very loud.”

If I was waiting for a new colleague to join my workplace this would fill me with fear and dread. Luckily one of the bright and compassion-filled children was able to reflect that they had probably all been like that when they started.

Harvey’s own comments on having been excluded from school were heart-rending,

“I don’t even have any friends any more. I left school and I got really angry, I’ve turned into a monster.”

When Harvey struggled, kicked and hit things, he was often told the cost of them and that he would have to pay for them. This wasn’t of much interest to this 7 year old who was clearly struggling and dysregulated.

Whilst in the entrance Harvey was clearly triggered by someone arriving at the door and by losing his connection with the Head who he was trying to attach too. He began to swear and kick things, the requirement was that Harvey was sorry. Harvey was scared and took sanctuary in the toilets. At this point it would have been great to see someone check if he was OK. Did he need a drink of water, would it be OK to sit on the floor/lean on the wall to be there for him? Yes, I know he had just been kicking things and called the head a “fucker” but that’s far from the point of the story.

If I had been sacked from 15 previous jobs and knew I absolutely had to get it right this time then kept upsetting my new employers despite doing my best. I’m sure I might flip out and take refuge in the toilets. I’d then need patience, kindness and someone to show me how to fit in. I’d need this repeatedly until I could cope.

It’s not the staff – it’s the belief system and lack of knowledge that needs to change

The unit seemed to focus on changing behaviour, I had awareness this relied on good old, rewards, consequences and praise. Children had to learn to control their ‘anger’, and to ‘be good’. I didn’t hear mention of possible early  trauma, complex attachment, sensory dysregulation, or the very real benefits of adjusting the environment and approach to focus on self-regulation and the magic of compassion. If the aim is behaviour modification then it limits opportunities to just ‘be’ with the children’s sadness and pain and to regulate their body states and emotions.

“Would you like to come in now?” “NO!” “You could sit next to me, I could help you.”

The children demonstrated empathy and insight into each other’s feelings and even for the animals they saw at the farm.

These beautiful children must have adults who love every part of their being and reach for compassion first and foremost EVERY TIME for EVERY SITUATION. This means the staff need the greatest support, compassion, insight and skills. Their dedication to the children was without question. It was the desired outcomes, beliefs about ‘good and bad’ behaviour and the strategies that didn’t embrace the early trauma and attachment needs these children clearly displayed.

“If we try to ‘fix’ children we will fail them.”