Positive connections in safe spaces: Teacher perspectives on belonging and engagement in online alternative provision and beyond

SHARON SMITH, ASSISTANT HEAD OF TEACHING AND LEARNING, TUTE EDUCATION, UK PAULA HAMILTON, COURSE LEADER, MA EDUCATION, CHILDREN AND SOCIAL JUSTICE; SENIOR LECTURER, UNIVERSITY OF CHESTER, UK Introduction Behaviour, attendance and school culture are often framed through compliance, sanctions and deficit narratives. However, the Department for Education’s February 2026 schools white paper, ‘Every child achieving and thriving’ (DfE, 2026a), positioned inclusion as a measurable system outcome, setting the expectation that by 2029, schools will monitor pupils’ sense of belonging and engagement. Alongside this, the SEND reform consultation ‘Putting children and young people first’ (DfE, 2026b) calls for earlier intervention, stronger inclusion and deeper partnership between mainstream schools, specialist settings and alternative provision, recognising their expertise to ‘embed inclusive practice confidently and consistently’ (DfE, 2026a, p. 70). Positive connections in