From Alternative Provision to ‘adulthood’: Is there a role for the educational psychologist?

Alternative Provision (AP) serves as an educational setting for students who are unable to access mainstream settings, often due to social, emotional, and mental health needs. Unlike special schools, AP does not primarily cater to students with diagnosed special educational needs but instead supports those who have disengaged or been excluded from mainstream settings. Existing research has examined students’ experiences within AP, and highlights the value of factors such as relational support and increased agency. However, there is limited research on the long-term outcomes of these young people, particularly their transition to adulthood. Even less is known about the role of educational psychologists (EPs) in supporting individuals aged 16 to 25 who have previously attended AP. The present research contributes to knowledge in this area through an exploration of the lived experiences of three young adults who completed secondary education in an AP, and have since transitioned to adulthood. This research utilised interpretative phenomenological analysis to examine participants’ meaning making around their transition, considering how this shaped their self-conceptions, and overall perceptions of adulthood. The findings highlight the complex and ongoing process of transitioning to adulthood, identifying five protective factors in the process. Implications for EP practice with AP leavers aged 16 to 25 are considered, focusing on transparent, accessible, developmental and community-based approaches.