A Journey of Change: From Social Isolation to Inclusion

This report is based on research evaluating the efficacy of TCES Group educational interventions from the perspective of young people who have graduated between one and five years earlier. TCES provides education for young people who have Social, Emotional and Mental Health needs and / or Autistic Spectrum conditions. In addition, prior to entering this organisation, these pupils have experienced between two and five permanent exclusions from schools. TCES have a ‘no permanent exclusion’ policy and this research investigates how they achieve their vision of inclusion with young people who are in the top 5% of the most complex and vulnerable young people in the UK. The choice of method was Interpretive Phenomenological Analysis (IPA), a qualitative research method with the scope to focus on a small number of cases (nine participants) whilst eliciting in-depth material, with enough participants to identify similarities and differences. On arrival at TCES, these students typically presented with poor self-concept, manifesting in destructive behaviour, along with ambivalence about returning to education. One of the first tasks of staff is responding to individual needs, offering a safe, facilitating environment. Participants described how they tested the boundaries through provocative behaviour, but were met with support and understanding. All of the young people described in their own words how healthy attachments and relationships with TCES Staff were the key to unlocking their potential, providing a ‘secure base’ and to the clear success that they have had since graduating the TCES Group programme.