Exclusion+Effects+on+the+Victim's+life

School exclusion and youth crime are issues with a high public profile at the present time. Both problems appear to involve similar groups of young people, and both are known to be costly to individuals, their families and the community at large. Increasingly, discussion of exclusion and youth crime has taken place as part of a wider debate about what has been termed ‘social exclusion’ (Social Exclusion Unit, 1998). The purpose of this study was to examine the nature of the relationship between school exclusion and the offending careers of young people. The existence of a link between problems of schooling, in their various manifestations, and later offending has long been recognised in criminological research (West, 1982; Farrington, 1996; Graham, 1988; Graham and Bowling, 1995; Rutter, Giller and Hagell, 1998). Given that exclusion should be reserved for only the most serious acts of misbehaviour, it is unsurprising that there is an overlap between those who are excluded from school and those who become involved in offending. However, relatively little is known about the way in which this relationship unfolds, and the mechanisms through which it operates. Both exclusion and offending involve complex social processes, and their incidence is affected by a wide range of factors. Any attempt to understand the interaction between exclusion and offending is, therefore, likely to be a complicated exercise. This research aimed to achieve this through an analysis of the social, educational and offending histories of 343 excluded young people involved in six voluntary sector educational programmes in England and Wales. Their exclusions had taken place between 1988 and 1998, with the majority occurring between 1994 and 1996. Although this appears a long time span, it should be remembered that some young people experienced more than one permanent exclusion. The retrospective approach was also necessary in order to trace the development of offending careers. Following a detailed investigation of the case files, more in-depth interviews were held with 28 young people and a smaller number of parents. The study therefore combines a quantitative analysis of the educational and offending careers of the overall sample with a number of first-hand accounts from some of the individuals involved. This methodology was intended first of all to establish a profile of a group of excluded young people which included details of their offending histories. These data were then used to establish the sequence of events in the young person’s life, in regard to family circumstances, educational experiences and offending. By developing an understanding of the timing of these various events, the research sought to develop understanding of the relationship between exclusion and offending. Existing evidence regarding both exclusion and offending suggested that the associated social processes were critical to an appreciation of this relationship. The qualitative interview data provided the opportunity to probe perceptions of the reasons for the way in which educational and offending ‘careers’ developed. It is important to recognise, however, that the way in which both exclusion and offending are experienced are affected by the wider social context in which they occur. Even the statutory definition of exclusion has, for example, undergone a series of changes over the past two decades. Equally, the policy context relating to troublesome young people has changed considerably during the period of this research. The findings from this study need to be considered in the light of new approaches in both policy and practice. Tooken from problemsofyouth.com =Sinthesize= =When children are excluded they may get sad and frustrated; but when they grow up consequences persist. Even sometimes it gets to suicide and murder. Some children, when they are big and they have their kids, they mistreat them. A real case of this happened in 2009, at U.S.A when a girl who was excluded from the group killed herself at only 19 years old. Also, it affects the student's grades and they become insecure and melancolic. When children feel alone they start to exclude themselves from the group and they start to get used to be alone. But even though there are many bad consequences, there is one good result. Children by their own become independent and stronger. They say that being independent is the key to life. If someone is excluded he or she learns to do everything by their own and they become stronger.=