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Research That Shapes Our Person-Centred Practice
We believe that person-centred approaches must be evidence-informed and relationally grounded. This page brings together the research that influences how we support learners, families, and schools.
Why This Matters
At the heart of person-centred practice is the belief that every learner’s voice, context, and lived experience matters. But being truly inclusive also means drawing from the best available research and reflective learning. These studies help us understand why learners struggle, how we can respond, and what supports meaningful change.
🔍How Research Informs Our Person-Centred Work
Kelly Golding (2021) – Internal Exclusion as a Relational Opportunity
Study: A study investigating the prevalence, practice and perspectives of the use of internal exclusion in mainstream secondary schools
🔗 Read the thesis
Why It Matters to Us:
  • Golding’s research affirms that internal exclusions should be restorative, not punitive.
  • Positive relationships, not isolation, are what help learners reflect and re-engage.
How We Apply It:
  • We help schools co-create Reflection Zones that are calm, relational spaces.
  • Our coaching models support staff to lead with empathy, structure, and presence.
SEND/ALN, Neurodivergence, and Youth Justice
Source: Michael Sieff Foundation (2025). SEND, Neurodivergence and Youth Justice Report.​
Insights:
  • A significant proportion of children in the Youth Justice System have Special Educational Needs and Disabilities (SEND) or are neurodivergent.
  • Early identification and tailored interventions are crucial in preventing the criminalization of neurodivergent youth.
  • Recommendations emphasize the need for multi-agency collaboration to address the unique needs of these children effectively.​
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Read the full report: Michael Sieff Foundation Report
Bonell et al. (2016) – Belonging, Behaviour and School Culture
Study: Student- and school-level belonging and commitment and student misbehaviour
Published In: Health Education Journal
Why It Matters to Us:
  • This study links belonging to behaviour—young people are less likely to disengage when they feel safe and valued.
  • It's not about fixing behaviour—it's about understanding context and connection.
How We Apply It:
  • We embed a relational, inclusive culture into everything we do—from staff training to learner mentoring.
  • Our work with schools, services and families ensures learners are not ‘managed’ but understood.
IPPR (2018) – Exclusion, Vulnerability, and Social Mobility

Study: Making the Difference: Breaking the Link Between School Exclusion and Social Exclusion
🔗 Read report summary

Why It Matters to Us:

  • IPPR’s findings echo what we see every day: learners who are excluded are often carrying complex unmet needs.

  • Exclusion isn’t a solution—it’s often a signal that person-centred support wasn’t in place early enough.

How We Apply It:

  • Our early intervention models focus on voice, co-production, and relational scaffolding.

  • We design bespoke support that helps learners re-engage on their terms, not ours.
Want to Embed Person-Centred Practice in Your School?

We offer coaching, training, and strategic support to help schools embed these research-informed practices. Every learner is different—but person-centred, relational approaches are what help them all thrive. What we can help schools do:
  • Deliver staff training tailored to developmental and neurodivergent profiles
  • Design inclusive behaviour policies that start with needs, not rules
  • Create multi-agency plans that support families before crisis point
  • Embed reflection areas, trauma-informed planning, and relational coaching into your everyday culture

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