From exclusion to engagement: Pedagogical innovation in alternative provision

Alternative provision (AP) supports young people aged 11–16 who are excluded from mainstream education, but the sector remains under-theorised and inconsistently resourced, despite serving learners facing significant educational and social disadvantages ( [3] ; Ofsted, 2021). This study develops a pedagogical framework grounded in practitioners' experience in both in-person and digital settings. Through qualitative interviews with AP staff, it identifies strategies to boost engagement, re-engagement, and attainment. The research addresses structural educational inequality and promotes scalable practices for marginalised learners, aligning with global aims for inclusive education and social equity (UNESCO, 2020). By translating practitioner insights into transferable concepts, it offers an evidence basis for improving policy, practice, and institutional design in alternative education. The study explores pedagogical practices for pupils aged 11–16 in AP, a key site for tackling educational inequality, focusing on barriers to engagement and innovative teaching strategies. Its societal importance lies in enhancing educational equity for marginalised learners and in guiding a pedagogical framework rooted in practitioner experience. The findings aim to inform educators, policymakers, and practitioners in creating more inclusive, responsive educational environments.