Sensory trauma and the school-to-prison pipeline: Changing health and education trajectories through participatory action research. (360G-Wellcome-344644_Z_26_Z)

The school-to-prison pipeline refers to the link between negative school outcomes (e.g. school absence/exclusion) and involvement in the criminal justice system. Neurodivergent children experience school absence, exclusion and imprisonment at disproportionately higher rates–particularly when also racially minoritised or from low-income families. Most exclusions are for “disruptive behaviour”; this focus on risk rather than vulnerability means behaviour is met with exclusion/criminalisation rather than being recognised as an unmet mental health need. However, recent research suggests “challenging behaviour” in neurodivergent populations may be coping mechanisms or responses to sensory stress. Through participatory action research, this study will investigate the role of sensory stress in the school-to-prison pipeline. We will use a range of qualitative and quantitative methods (e.g. interviews, rating scales, heart-rate monitoring, and sound/light level meters) to explore sensory experiences in mainstream school, alternative provision and secure custody settings. We will test whether factors (e.g. classroom behaviour, school avoidance) linked to negative outcomes (e.g. school nonattendance, exclusion, custody) are underpinned by sensory stress and intersecting identity categories. We aim to inform school- and custody-based interventions that promote better mental health, educational and justice outcomes.