An exploration of the change experienced by children and their families whilst attending a therapeutic alternative provision

The damaging effects and negative outcomes for students who are excluded from school are well documented in educational literature.

Societally, it is often the young people who are excluded from school who come at a great cost to support later in life due to antisocial behaviour, as well as a loss in terms of their unrealised potential.

There is limited research that explores parents' and students' perspectives on the exclusion process, and their experiences of alternative provisions and whether these have proven helpful in solving their children's behaviours.

A new therapeutic alternative provision has recently been opened where the focus is not only on students who have been excluded from school, but also their families.

Six parents attending the therapeutic setting and three students were interviewed on their experiences in this novel setting.

Qualitative analysis of the data using thematic analysis illustrates that parents and students find this new setting to be supportive, warm and a de-isolating experience in a time where they have often felt like no other options are available for their children.

Emotional and behavioural changes were reported in both students and their parents, and this was made possible through relationships with staff in the new setting as well as other parents and students attending.

Strengths and limitations of the setting are discussed as well as suggestions for educational psychology practice and future research.