Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Alternative Education and Community Partnerships

Abstract School attendance is essential for pupils’ success, wellbeing, and future opportunities. In Scotland, post-pandemic absenteeism remains a persistent challenge, especially among young people facing intersecting barriers such as poverty, trauma, or emotional and behavioural difficulties. Re-engaging at-risk pupils requires contextually responsive, relationship-centred approaches that extend beyond the classroom. This study presents an illuminative evaluation of a 10-week, community-based educational programme developed in partnership with a local boxing and fitness gym. The programme integrated structured physical activity, mentorship and psychoeducational learning grounded in widely used school-based models, aiming to support emotional regulation, belonging, and school re-engagement for pupils aged 11–13. Rather than a formal therapeutic intervention, the programme was framed as a small-scale, place-based response nurturing engagement through educational dialogue and trusted relationships. Qualitative data from pupils, parents, teachers and community stakeholders was supplemented by descriptive school attendance data, the study explored how participants experienced changes in engagement, behaviour, and wellbeing. Thematic analysis revealed perceived improvements in motivation, self-awareness, and connection across school, home and within the community. Among the seven participating pupils, school attendance increased within a range of 16%- 55% increase during the 10-week program with this trend being maintained 3-month post. These figures are presented descriptively to illustrate patterns of re-engagement. Rather than asserting generalisable outcomes, this paper offers a situated case study of how collaborative educationally grounded community partnerships, can support reconnection in the lives of disengaged pupils. It contributes to ongoing conversations around equity, trauma-informed education, and the potential of alternative spaces to promote inclusion and belonging in post-pandemic schooling.