A systematic narrative review of the methodologies used in research with excluded children and young people in alternative provision in England

In countries around the world, children and young people (CYP) continue to be educated outside of mainstream school. In England, many of these CYP are educated in a growing Alternative Provision (AP) sector. This is a context where educational inequalities are stark, with CYP in AP more likely to have lower educational outcomes, alongside a host of other less favourable health and labour market outcomes stretching into adulthood. As in other countries, this educationally excluded population is more likely to have special educational needs and disabilities, be from poorer households and be from particular minoritised ethnic groups. Understanding the experiences and perspectives of these CYP is crucial to reducing educational inequalities and contributes to a growing international literature, highlighting the value and ethical necessity of involving CYP in research. Using a transformative participatory framework, this systematic narrative review explores the methodologies used to access and represent the voices of CYP in English AP, evaluating how these methodologies position these CYP’s authentic voice. The findings reveal a diversity of methods used to engage CYP in research, which reflect varying researcher perspectives on the level of agency CYP can and should have in the research process. Identifying an overreliance on semi-structured interviews, this review highlights a need for wider use of participatory methods within AP research. The paper advocates for further critical reflection on the construction of participatory research methodologies with CYP in AP, ensuring that CYP’s voices not only inform academic research but also drive transformative change in policy and practice.