Behavioural control and school exclusion: investigating the impact of school infrastructure on pupil behaviour and inclusion

The study examines how secondary school infrastructure and design shape pupil behaviour and practices associated with school exclusion. Informed by Foucault’s theory of panopticism, it draws on qualitative interviews with pupils and staff from three Welsh local authorities and parents/carers from across Wales. Data were analysed using deductive and inductive thematic analysis. Behavioural difficulties were often associated with transitional and unstructured spaces, including corridors, stairwells and communal areas. Visibility helped staff supervise pupils but did not always lead to self-regulation; visible spaces could also provide opportunities to attract attention, test authority or resist expectations. Schools responded differently to pupils who struggled to self-regulate, with some responses focused on sanctions and removal and others on changes to routines, spaces and support. The findings do not show that larger schools are associated with higher exclusion rates. Participants described difficulties in larger school environments, including noise, crowding, supervision and access to familiar staff, while smaller settings were often described more positively. The findings demonstrate the importance of inclusive school design, post-occupancy evaluation and meaningful pupil participation, and suggest that infrastructure cannot be considered separately from how spaces are managed, relationships with staff and the support available to pupils.