An exploration of the factors that lead to the successful progression of students in alternative provision

Abstract

AimsThe progression of students within Alternative Provision (AP) who have social, emotional and behavioural difficulties (SEBD) has frequently been identified as an area of concern. A qualitative study was conducted to explore the factors that lead to the successful progression of students in a Further Education (FE) AP. The study’s strengths and limitations are discussed as well as the implications for practice development and growth.MethodEight semi-structured interviews were conducted with students between the ages of 16–18 who had progressed from FE AP into mainstream college. Interview transcripts were analysed and coded using thematic analysis.FindingsThe main organising themes identified were: full, accessible and diverse curriculum; positive and holistic learning environment; student motivation; staff understanding of social, emotional and behavioural difficulties; and adult environment. Through reflecting on the organising themes the global theme of supportive and personalised learning experience was identified. The young people interviewed greatly valued education being tailored to meet their needs through informed, personalised and well-delivered behaviour management strategies implemented by staff. High-level facilities and resources combined with the above provided a holistic educational experience that promoted the learners’ academic and social enhancement and motivation. It also appears that through being in an adult environment the social and emotional development of these younger learners was enhanced.ConclusionTo assist the outcomes of young people who enter into a FE AP it appears that there is a need to develop a diverse and creative educational experience which has been created to meet each young person’s individual needs. This research suggests that highly skilled, supportive, understanding and available staff enhance this learning experience. The above seems to be facilitated by students having an ‘Aha’ moment when they spontaneously decide to change their less favourable behaviours. It is possible that experiencing a combining sense of autonomy, competence and relatedness, which are important factors in motivation, facilitate this moment of realisation.