“…This has been described as 'feeling respected as individuals and learners' (Pomeroy, 1999, 479), being treated 'more like an adult ' (McCluskey et al, 2015, 601), the importance of someone who 'held their story' (Pirrie et al, 2011, 17), young peoples' use of 'familial descriptors' (O Gorman et al, 2015, 7) and relationships as 'fundamental to the practice' experienced in alternative provision (Malcolm, 2015, 123). Other key themes include the importance of staff taking time to listen (Pomeroy, 1999;O Gorman et al, 2015;McCluskey et al, 2015;Malcolm, 2015;Nicholson and Putwain, 2015), the flexibility of both structure and curriculum (O Gorman et al, 2015;Trotman et al, 2015;Malcolm 2015;Nicholson and Putwain, 2015) and a disposition of care (O Gorman et al, 2015;Malcolm 2015;Cajic-Seigneur and Hodgson, 2016;Solomon and Thomas, 2013;Nicholson and Putwain, 2015).…”