The first phase of research involved interviews with nine key adult stakeholders who deliver physical education, from a range of different alternative provision contexts including alternative provision academies, pupil referral units and independent social emotional mental health providers. One objective was to investigate how physical education helps foster a sense of belonging and identity, that may support the transition back to mainstream school.

The Broader Picture –

According to Malcolm (2020), staff/ teacher commitment to their students is crucial in fostering belonging. The development of social skills has been identified as an important factor in terms of returning to mainstream school, and further community life. Creating positive relationships with staff is not only the foundation for positive learning experiences but contributes to social learning.

Initial Conversations –

From the conversations had with practitioners during this first phase of research it became apparent that teacher student relationships are central for engagement. Practitioners often spoke about the importance of knowing children and young people as individuals highlighting their variety of needs and advocating for the child. Physical education can present itself as a safe space for children and young people which ultimately was seen to increase engagement, love for activity, and respect for others.

“These kinds of students need to be able to trust adults and to be honest, we have a damn good laugh. So, all day we are laughing, and the kids are laughing, and that fun then runs into the other sessions. It should be fun. It should be fun, and they should succeed”.

It is clear that staff who work within alternative provision settings are committed to their students and are motivated by a sense of purpose aimed at supporting young people.

“When they’re dysregulated and smash the window, the cleaner has to clean it. So, they need to have a positive working relationship with people of all ranking in the school and I feel that that underpins everything we do”.

It was also noted that developing considerate adult relationships was beneficial for reintegrating back into mainstream school, or further education. Staff highlighted the importance of helping children and young people build respectful relationships with everyone in the school community including their peers, other members of staff, and caretakers.

Value of building relationships –

A report published on the YST website titled ‘The Role and Value of Physical Education and Sport in Alternative Provision’, recommended the need to identify ways to foster positive relationships between teachers and pupils. Building a positive relationship centred around trust is key to supporting vulnerable young people. Based on some of their initial finding’s ways to build a foundation of trust can include actively engaging in activities with young people and finding opportunities to check-in with students using positive conversations, avoiding shouting (Quarmby et al., 2022).

What can schools do –

There are three key things that alternative provision (and mainstream) schools could do – through PE – to help pupils develop the skills necessary for a positive interaction:

1. Consider which adults have or can build positive relationships with children and young people – this could be achieved using the Youth Sport Trusts’ Youth Voice Toolkit.
2. Foster positive relationships – this might be achieved by taking part and creating a fun, motivating environment. Physical education can be used as a space for all subject teachers to interact and build relationships.
3. Work out what type of bond is best for each individual’s needs – some children and young people prefer an interaction based on a friendly smile while others may prefer a chat to check in.

Next steps –

The second phase of this research seeks to engage with children and young people from a range of different alternative provision contexts. To understand the experiences of children and young people and consider what aspects of physical education and the curriculum are considered beneficial for reintegration, this research will involve some longitudinal engagement using a combination of focus groups and creative methods such as drawing, character creations, and mind-mapping. If you would like to be involved or find out more information, please let us know [email protected] or [email protected].

References –

Malcolm, A. (2020) Heads of alternative provision: committed to realising young peoples’ potential in an unregulated market. International Journal of Inclusive Education, 24(5) pp. 513-526.

Quarmby, T., Maher, A. J. & Hooper, O. (2022) The role and value of physical education and sport in alternative provision schools. [Online]. Youth Sport Trust. Available from: <https://www.youthsporttrust.org/media/0gdfyfyh/the-role-and-value-of-pe-and-sport-in-alternative-provision-schools-final-report-september-22.pdf> [Accessed 29^th May 2025].

Youth Sport Trust (2024) Youth Voice Toolkit. [Online]. Available from: <https://www.youthsporttrust.org/media/ouxn4x0z/full-youth-voice-toolkit.pdf> [Accessed 1^st May 2025].