What can we learn from COVID-19? An investigation into the impact of COVID-19 measures and restrictions on young people (YP) attending alternative provision (AP).

The present research explored Alternative Provision (AP) learners’ experiences of COVID-19 measures and restrictions, inclusive of government mandated lockdowns, disrupted access to education, and the implementation of social distancing measures. Pre-existing literature indicates that young people (YP) have been adversely affected by the coronavirus pandemic, particularly in relation to their access to socialisation, education, and external support services. However, the experiences of YP during the pandemic have been uneven, and many individuals have noted positive aspects of government measures, including spending more time with family, engaging in hobbies, and having a break from the academic expectations of traditional schooling. This research approached data collection using a systemic lens and focused on how YP attending AP interpreted their experiences of the pandemic, and sought to do this in a way which triangulated the constructs of AP learners with the adults who know them best (i.e., parents/caregivers and school staff). Interviews were carried out with nine participants, which included three YP, three parents/caregivers, and three members of school staff, with interviewees grouped into three YP-parent-staff triads. All YP attended the same specialist school for YP with social, emotional, and behavioural difficulties (SEBD), located in Wales. Interviews were individually transcribed and coded. These codes were then collated within their respective triads and explored using reflexive thematic analysis (inductive lens) and presented in thematic maps. Themes and subthemes for each case study are offered and discussed within the context of the wider literature and relevant psychological theory. Analysis indicated that all three triads shared themes related to their experiences, but that the breakdown of subthemes within these varied greatly. The systemic influences evidenced within this research highlight how complex and individualised AP learner’s experiences can/may be, and how their constructs related to the pandemic may be influenced by several factors (inclusive of those related to AP factors, home factors, and additional significant life events). Implications for Educational Psychologists (EPs) and future research are discussed, relevant to the findings