The paper will report on initial findings from an innovative research and development project, Re-engaging Disaffected Students in Learning, which involves six London secondary schools, all in challenging contexts. The project has set out to identify the barriers to learning for disaffected students and to develop strategies which will increase their inclusion and engagement in learning. The project aims to test four working hypothesis: o That viewing disaffected pupils as change agents, rather than as problems to be solved will provide new insights into how marginalised pupils can become re-engaged in learning; o That as schooling is often a fragmented, disconnected and inconstant experience for many children and young people on the margins, any change and improvement strategy aimed at making a difference to their experience of education must focus on new approaches to learning; o That if school staff are given the time, tools and opportunities to look at pupils' experience of school in new and different ways, and the chance to work together in a collaborative arrangement which takes them beyond their classrooms and school gates, then they will develop new approaches to learning and teaching; o That the importance of the interplay between pupils and school staff, particularly for students on the margins, cannot be underestimated and that creating opportunities for pupils and staff to develop meaningful relationship is a critical part of the change process. To support the project's development, each participating school has nominated a research and action team of teachers and learning mentors. Using a range of tools and approaches, the teams are working together to examine how disaffected students experience their learning; to develop a range of strategies to improve learning opportunities; and to share their learning with colleagues in their own schools, partner schools and nationally. Each school team has also identified a cohort of between 10-15 students to participate in the project. As well as school-based activities, an integral part of the project is to explore the ways in which an out-of school, outdoor learning experience can enable young people to access learning in new and different ways. This out-of school experience is led by a team from Margaret McMillan House (MMH) Outdoor Education Centre in Kent. At Margaret McMillan House, pupils are involved in a range of problem- solving and collaborative activities and are also supported by older student mentors. A number of tools have been developed to evaluate the benefits to be gained from team- work and from undertaking the new challenges at MMH. A particular focus of the analysis has been on the impact of the activities on pupils' self-esteem. Through the work at MMH, the project is also gathering qualitative data on students' own perceptions of what works for them as learners, and how these approaches could help them learn more effectively in school. The paper will outline the project's approach and, using a range of tools and materials, including video footage, will indicate the outcomes so far. The presenters will use the opportunity of the Conference's wide European audience to pose broader questions: o How is the issue of pupil disaffection viewed in different cultures and contexts? o What strategies are working to re-engage disaffected pupils, or those on the margins of schooling?