The lived experiences and sense making of adolescent males with social, behavioural, emotional and wellbeing needs who have reintegrated back into mainstream education following a placement in alternative education provision: an interpretive phenomenological analysis

A further 5 GETs emerged from the data analysis, which highlighted facilitators and inhibitors that young people perceived as being significant throughout their reintegration experiences: Functioning across two contexts; psychological wellbeing; and addition of SEN were notable barriers to successful reintegration, whilst readiness to transition and the significance of positive relationships were perceived as facilitators.

The results add to existing literature which suggests that reintegration should be considered in context, and that a model which accounts for the complex ecological systems in which individuals function whilst prioritising voice of the child, will be most beneficial. This study concludes with recommendations for supporting successful reintegration across a range of within-child, familial, school, and environmental factors.

Ultimately, the study holds particular relevance for stakeholders and professionals who wish to develop clearer understanding of what it is like for young people to reintegrate back into mainstream from AEP, and how best to support this transition.<br><i><br></i><br><br><br>