Construction-focused alternative provision: knowledge, conduct and participation for young people at risk of educational disengagement

This study addresses a gap in research about the potential of construction alternative provision (AP) to address skills shortages within the industry and to support young people at risk of disengagement from education. Drawing on Bernstein’s theory of pedagogic discourse, this study reports the results of semi-structured interviews with nine construction AP providers across the UK, offering insights into how AP providers describe the organisation of technical skills, workplace knowledge and behavioural expectations for young people at risk of disengagement from education. The findings also show that providers associated these arrangements with greater engagement, confidence and recognition of construction as a possible occupational field. The article concludes that construction-focused AP should be understood as a diverse and under-researched form of provision that sits between general and vocational education. Rather than offering simple evidence of effectiveness, the study highlights the need for more systematic research into how construction-focused AP organises knowledge, conduct, learner identity and progression possibilities across different settings.