Relational Inclusion in Alternative Provision: Integrating Social and Digital Capital to Support Pupils Experiencing Emotionally Based School Avoidance

Alternative (Educational) Provision (AP) is increasingly positioned as a core component of inclusive education in England and parts of the global north and south, particularly in response to rising school exclusions, persistent absences, and pupils experiencing Emotionally Based School Avoidance (EBSA). However, existing accountability frameworks remain dominated by narrow outcome measures such as attendance, behaviour and attainment, inadequately capturing the relational dimensions of inclusion. This paper critically examines the role of AP in supporting re-engagement of pupils experiencing EBSA; specifically, the emerging significance of digital learning. Drawing on and expanding social and digital capital theory, the article argues that meaningful inclusion depends on access or measurable performance, and on trust, belonging, support and opportunity—or social capital. The paper explores how digital technologies both enable and constrain inclusion, offering flexible learning pathways whilst risking reproducing inequalities through uneven access and digital literacy. A relational inclusion framework is proposed, integrating social and digital capital through the mediation of relational inclusion. This framework centralizes trust, belonging and participation as mechanisms for converting capital into positive educational outcomes. The paper concludes by considering policy and practice implications, arguing for accountability models recognising relational inclusion within AP and supporting equitable educational re-engagement.