Abstract Schools across England are setting up ‘internal alternative provision’ to meet the social, emotional and mental health needs of increasing numbers of pupils at risk of suspension, exclusion and absence. However, there is little guidance about what good practice looks like. This matters, because internal alternative provision, when done well, can support inclusion. However, if done badly, it can fuel exclusion. The research discussed in this paper aimed to fill this knowledge gap. It involved 65 semi‐structured interviews with staff, pupils and parents from a representative sample of 23 schools across England, including five case study visits. After the completion of the primary output (a practice guidance report for the education sector), the dataset was reanalysed through the theoretical lens of salutogenesis. Salutogenesis is a theory adapted by the health and social care sector but little used in education. It uses an asset‐based approach to consider the impact of structural inequalities such as class and race on people's ability to cope with stress and how resources can be strengthened. Four dimensions of experience are recognised as key to this process: consistency, load balance, participation in decision‐making and emotional closeness. This paper demonstrates how the practices in effective internal alternative provision map onto these dimensions of experience. In doing so, it offers a useful way of thinking about the aspects of the mainstream school that cause pupils to struggle as well as the features of effective internal alternative provision that enable them to thrive.
E Simpson (Tue,) studied this question.