Our commitment to supporting people begins in early childhood, through our alternative provision schools. Here, we work with young people who have been removed from mainstream education and need tailored, intensive support. We understand that this is not just a challenging moment for individual students and those around them but can also be a turning point in their life, where the right support can be the difference between a downward spiral and a new, positive path forward.
What sets Catch22 apart is our breadth of understanding. As well as working with young people in our alternative provision schools, we support children at risk of exploitation, young people through our colleges, those in the care system, and adults seeking to gain employability as well as those have been through the criminal justice system. Through this extensive, cross-sector work, we see clearly how school removal often fits into a broader pattern of unmet needs, vulnerability, and – crucially – opportunity.
School exclusion can be a warning sign, but it is also a pivotal moment where positive change can be made.
Understanding why students are removed from mainstream education
Students who are excluded from mainstream schools often face complex challenges, and vulnerable groups are disproportionately at risk:
- Students with SEND: Those with Education, Health and Care Plans (EHCPs) are five times more likely to be excluded, with autistic children the most affected.
- Mental health: Research from IPPR shows that at least one in two permanently excluded pupils have a mental health issue.
- Socioeconomic disadvantage: Students eligible for free school meals are four times more likely to face semi-permanent exclusions compared to their peers.
We see these trends mirrored in our own data from Catch22’s alternative provision schools (2019–2025). Out of 841 enrolled students:
- 74% had EHCP or SEN status.
- 41% were eligible for free school meals.
This shows us that when young people arrive at our pupil referral units, it’s often because their needs have gone unmet, and therefore have stood in the way of their success in mainstream education. That’s why targeted, specialist support is essential to giving them a genuine chance to thrive.
Why early intervention matters
Research shows that being removed from mainstream education can be profoundly damaging to an individual’s wellbeing and prospects if the right support isn’t provided. Excluded students face isolation, alienation, worsening mental health, and long-term risks including unemployment, homelessness, and involvement in crime (Pirrie et al., 2011).
We see through our own services that a significant number of individuals within the criminal justice system have faced exclusion from mainstream education. The Institute of Public Policy Research estimated in 2017 that out of 85,975 individuals in UK prisons, 54,164 had experienced school exclusion. Additionally, research by the National Crime Agency in 2019 revealed that every single child involved in County Lines had been excluded from school, highlighting the role of school exclusion as a contributing factor to child criminal exploitation.
Through our broader services – including working with children at risk of criminal exploitation (CCE) and adults in the criminal justice system – we know firsthand that, often, long-term challenges begin with unmet needs at school age.
For example, our Redthread service, which supports young people attending A&E due to violence or exploitation, found that 42% of service users were at risk of not engaging in education, employment, or training when they first attended.
The message is clear: school exclusion is a pivotal moment – one that can push a young person deeper into vulnerability or open the door to transformation. It’s a clear signal that intensive, wraparound support is needed. We see this as our call to action: to step in, break the cycle, and give every young person the chance to thrive.
How Catch22’s Include Schools make the difference
At Catch22, we know that exclusion from mainstream education is rarely about a single incident – it is often the result of complex, unmet needs, compounded over time. Through our wider work across areas like youth violence intervention, child exploitation prevention, and the criminal justice system, we have seen first-hand the long-term consequences of individuals not receiving adequate support early enough. That’s why our Include Schools take a completely different approach.
We don’t see school exclusion as an end, but as a pivotal opportunity. It’s a chance to engage a young person who hasn’t received the support they need, and to help rebuild their confidence, skills, and future prospects. We understand that success goes far beyond academic achievement; social, emotional, practical, and psychological support are just as crucial in helping young people thrive
Our model is underpinned by the 3Ps: People, Place, and Purpose. We create safe, nurturing environments where trusted relationships can flourish, where students feel seen and valued, and where education is tailored to give them a real sense of direction. We recognise that the mainstream system hasn’t worked for these students, and that they deserve a personalised, trauma-informed approach that reflects their individual strengths, interests, and aspirations.
At Include Norfolk, for example, students with significant social, emotional, and mental health (SEMH) needs or Special Educational Needs (SEN) receive highly personalised support plans. Lessons are creatively adapted around each learner’s passions – whether that’s boxing, martial arts, or mechanics – to help re-engage them with learning in a way that feels meaningful and achievable.
We go far beyond the classroom. Our students access vital life skills sessions, build real-world confidence through activities like paddleboarding and team-building challenges, and are supported by staff who are thoroughly trained in trauma, ADHD, and dyslexia. Wraparound pastoral care, including access to a Family and Student Support Worker, ensures that the barriers outside of school – such as family challenges or mental health struggles – are tackled alongside academic progress.
Meanwhile, innovative solutions like Cloud22, our fully live, online alternative provision, ensures that even the most isolated or anxious young people can access education, and stay connected, engaged, and progressing, no matter their circumstances. For those at risk of becoming NEET (Not in Education, Employment, or Training) or falling out of education entirely, this kind of flexible support is vital. For example, during Cloud22’s development, three young learners became parents – and thanks to the platform, they were able to continue their education and achieve the qualifications needed for their next steps.
At Include Suffolk, working with our younger cohort (ages 5–11), we combine rigorous academic interventions like Read Write Inc. phonics with deeply personalised emotional support. Staff at Suffolk track not just grades, but emotional milestones too – celebrating every achievement, from improved attendance to a student asking for help for the first time.
Across all our schools, transition planning is key. But we don’t just prepare young people for their next educational step, we continue to support them – liaising with new settings for up to nine months post-placement – to ensure that each young person feels confident, supported, and able to build lasting, positive change in their live.
This journey hasn’t been without its challenges, but our commitment to vulnerable children, and the dedication of our staff to continuously improve outcomes has been recognised across the board: all four of our schools in England and Wales have been rated ‘Good’ by Ofsted and Estyn in their most recent inspections.
Inspectors praised our schools for offering second chances, ambition, and meaningful support. At Include Suffolk, “pupils have a second chance,” and the school is “ambitious for every pupil.” Include London is described as “a welcoming and positive place… helping pupils to engage with learning, make friends and learn how to manage their behaviour.”
Include Norfolk was commended for its thoughtful approach to personal development: “Leaders have placed at the heart of the curriculum a well-designed programme for pupils’ personal, social, health and economic (PSHE) education. This helps pupils overcome their social, emotional and mental health (SEMH) challenges and prepares them well for life in modern Britain.”
At Include Wales, Estyn noted that “pupils at Catch22 Include respond positively to the nurturing school environment. They are happy and feel safe.”
These endorsements reflect what we see every day: young people growing in confidence, reconnecting with education, and finding hope for the future.
Ultimately, our Include Schools exist because we understand – deeply and across our services – how critical it is to intervene at this key moment. By delivering nurturing, innovative, and truly personalised education, we turn school exclusion from a crisis point into a turning point: giving young people the tools, belief, and support they need to thrive, long into the future.
We’re passionate about reaching more children at this pivotal stage and expanding our impact across the UK. If you work in education, local government, or youth services and share our belief in the power of timely, tailored intervention – we’d love to hear from you.