‘Alternative education settings’ (AES) is the term used internationally to describe schools or programmes that serve young people who are not succeeding in ‘traditional’ school environments. These settings offer pupils an opportunity to achieve in different contexts adopting different, and often innovative, approaches to learning (Aron, 2006). It is important to note, however, that there is some variation with regard to the terms adopted for AES globally (Forterms et al., 2023). For example, in Finland, it is referred to as Flexible Basic Education (FBE), while in Australia, such settings are known as Flexible Learning Options (FLO). In England, however – where the study that this presentation reports on was located – the term alternative provision is employed. Alternative provision refers to education arranged by local authorities for children and young people of compulsory school age who, because of reasons such as school exclusion, short or long-term illness or behaviour issues, would not otherwise receive suitable education in mainstream schools (DfE, 2013). Within England, this includes settings such as pupil referral units (PRUs), alternative provision academies, free schools, and hospital schools.

According to the latest report in January 2022, there are approximately 35,600 pupils attending alternative provision settings in England (DfE, 2022). Young people attend alternative education settings for many reasons, often because of a combination of academic, economic, behavioural, social, cultural and/or emotional issues, which have caused them to become disengaged or excluded from mainstream schools (Mills & McGregor, 2010). In fact, those attending alternative provision are often identified as being ‘at-risk’ or marginalised, may have suffered neglect or trauma during their childhood, or come from low socio-economic backgrounds (Forterms et al., 2023). Moreover, it has been reported that one in two pupils in alternative provision in England has social, emotional, and mental health (SEMH) as their primary category of special educational need (SEN) (House of Commons, 2018). Importantly, a key ambition of alternative provisions settings is to re-integrate pupils into mainstream education and they endeavour to do so by re-engaging pupils with learning, as well as promoting their social and emotional development.

It is here that physical education is perceived to play an important role here, given that it offers a means of engaging young people in positive youth development (Holt, 2016), reducing risky behaviours (Audrain-McGovern et al., 2006), and providing opportunities for the development of healthy and supportive peer friendships and adult relationships (Eime et al., 2013; Vella et al., 2014). It has even been argued that physical education can serve as a therapeutic setting for learning and practising social objectives (Ayvazo and Aljadeff-Abergel, 2019). As such, physical education may represent an opportune space within alternative provision schools for re-engaging disaffected pupils with learning. However, no prior research exists exploring physical education within alternative provision schools either in England, specifically, nor internationally. As such, the potential of the subject for supporting pupils within alternative provision settings remains somewhat theorised.

The aims of this presentation are therefore twofold: (1) to examine young people’s experiences of physical education in alternative provision settings and (2) to reflect on the challenges of conducting research with young people in alternative provision schools, as well as the opportunities.

This paper draws from a broader study that explored the role and value of PE in alternative provision schools in England which was comprised of three distinct research phases. An online survey was distributed to lead practitioners of all alternative provision schools across England during phase one. This sought to examine what alterative provision schools offer in relation to physical education as part of their curriculum. The survey – which contained a series of closed and open questions – was sent to all alternative provision schools in England (n = 350 approx.) by the Youth Sport Trust (a UK charity promoting young people’s education and development through sport). It was live for a period of X weeks and received 48 responses. Subsequently, during phase two, 14 semi-structured interviews were conducted online using Microsoft Teams, with participants being recruited purposively from those practitioners who responded to the survey in phase one. In addition to these interviews, an in-person focus group interview was conducted with 15 practitioners who attended an event run by the Youth Sport Trust. Recordings of both the interviews and the focus group were transcribed verbatim to generate transcripts for analysis. Phase three of the study involved research with pupils who attend alternative provision schools in four case studies contexts and focused on exploring their experiences, thoughts and perspectives on physical education. Pupils took part in participatory focus groups that were interactive in nature, and which involved a range of creative tasks. These included: write, draw, show and tell (Noonan et al., 2016); character creation (Sandford et al., 2021); active mapping; and graffiti boards. In an effort to be responsive to pupils’ needs and interests, these various creative tasks were considered as part of a methodological ‘toolkit’ and pupils were given the opportunity to decide for themselves which activity/ies they wished to participate in. Across the four case study contexts, there were 25 pupils who participated (20 male; 5 female) aged between 11-16 years. The data reported in this presentation focuses on phase three only. The data were analysed using an inductive thematic analysis from which key themes were generated. The key themes were subsequently used to construct short vignettes in order to portray an overall picture of pupils’ (combined) experiences of physical education in alternative provision schools.

The findings indicate that there are various factors that influence pupils’ experiences of physical education in alternative provision schools. Factors which may facilitate positive experiences include: having the required space available to engage in activities; supportive and relatable teachers; being able to interact and play with friends; having some input and choice over the type of activities; avoiding competition but aiming to better previous achievements; and having a sense of achievement. Meanwhile those factors which may result in negative experiences include: too much noise; traditional games and activities that are repetitive; having to perform in front of others (and potentially being bullied); low self-esteem (and perceived inability); being forced to wear a particular kit; limited opportunities to build rapport with the teachers; and poor or inadequate space. Reflecting on the findings of this study, it is important to highlight the challenges encountered when working with pupils in alternative provision schools. As noted, pupils often attend such settings due to a combination of reason which have caused them to become disengaged or excluded from mainstream schools (Mills & McGregor, 2010). Pupils may have suffered neglect or trauma during their childhood (Forterms et al., 2023) and/or have social, emotional, and mental health (SEMH) problems (House of Commons, 2018). Research within these settings does therefore require even more careful consideration given the particular nuances of this context and those within it. Indeed, researchers need to be cognisant of matters such as rapport and relationships, facilitating positive participation and managing difficult situations, for example. Therefore, this original paper seeks not only to provide an insight into the findings generated with pupils as part of this study, but to also reflect on the challenges of conducting research with young people in alternative provision schools, as well as the opportunities.

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