Changing the Narrative: How Media Can Support Positive Perceptions of Alternative Provision (AP)  

Alternative Provision (AP) schools are vital for students who require a different approach to learning. They step in where traditional schools might not have the flexibility or resources to help every student thrive. Yet, if we rely on mainstream media portrayals of AP students to shape our understanding of these specialised schools, we might wrongly view these students as troublemakers or failures.  

This couldn’t be further from the truth. In reality, AP students represent a diverse and resilient group that has as much potential to achieve as any other group of young people, thanks to these alternative education settings. AP settings can range from Pupil Referral Units (PRUs), which aim to support students in their reintegration into mainstream schools, to specialist AP schools that cater specifically to students with special educational needs or behavioural challenges. AP also extends to vocational programs, online schools, or therapeutic programs. Essentially, there are a plethora of ways AP is integrated into the education system, benefiting students in many positive ways.  

However damaging stereotypes in the media surrounding AP can make life tougher for these students, reducing their confidence and limiting future opportunities.  

In this blog, we will dive into how the media gets it wrong, what impact this has on students, and— most importantly—how schools can use the media and technology to change the narrative. 

The Media’s Favourite Stereotypes About AP Students  

When was the last time you saw an article about AP students and felt inspired by their story?  Chances are, it’s been a while.  The media often paints AP settings as chaotic and their students as failing in society rather than understanding that it is often systems that have failed these pupils. Instead of highlighting the resilience and determination it takes for many AP students to navigate complex personal and educational challenges, coverage tends to on negative incidents. Stories about behavioural issues, conflicts, or challenges faced by staff are sensationalised, reinforcing a skewed image of AP schools as unmanageable environments. This view can be compounded by the very serious issues facing all education settings, for example escalating levels of challenging behaviour that can make schools unsafe for pupils. 

Negative Headlines Dominate 

If an incident occurs at an AP school,  the narrative can feed into a sense of inevitability around the failure of pupils excluded from the mainstream.  Headlines often focus on disruption, behavioural issues, or challenges faced by staff, rather than the students’ resilience or the life-changing work of educators. An article titled “The Scandal of Pupil Referral Units” published by Voice Online in 2023 highlights concerns from Black parents about PRUs, describing them as “school-to-prison pipelines” and comparing them to outdated “Schools for the Educationally Subnormal.” The piece emphasises that only 1% of PRU pupils achieve five good GCSEs and notes that Black children are disproportionately represented in these units. This example illustrates how British media often focuses on the challenges and criticisms associated with AP schools and PRUs, potentially reinforcing negative stereotypes and overshadowing the successes and positive outcomes in these educational settings. 

Instead of celebrating a student finding success in an AP setting or acknowledging the “good” grades that are produced, headlines focus on the negative statistics and ultimately label AP settings as less successful than the mainstream. This selective storytelling reinforces a damaging and narrow stereotype of AP students as problems rather than individuals with potential and agency given the right support to succeed

Oversimplification of Complex Stories  

Reporting on AP  also tends to oversimplify the circumstances that lead students to be educated in AP settings. Many AP students are there, not because they’ve “failed,” but because the traditional system failed to meet their needs. These students often face challenges beyond their control, such as mental health issues, neurodiversity, or difficult family situations. Media rarely captures this complexity, opting instead for stories that reinforce a simplified narrative of AP settings as “dumping grounds” or a “last resort.” 

Additionally, negativity associated with unregistered AP settings – those not inspected by Ofsted – has been compounded by and confused with the issue of illegal schools offering an unsafe environment and poor educational outcomes. Many excellent unregistered APs exist and provide quality education to those who struggle within a maintained AP like a PRU or Independent Special School. However, a small number of operators whose practice is poor have contributed to negativity about the use of unregistered settings, both in the media and in the view of potential commissioning bodies. What then for pupils who are thriving in these settings? How should they view their progress?

The Real Impact of Negative Stereotypes  

The media’s bias doesn’t just harm public perceptions; it directly impacts the lives of AP students by encouraging stigma and isolation. 

When students in AP settings (or indeed the settings) are portrayed negatively, they carry that stigma with them and believe the criticisms to be true. This can lead to isolation from their peers, communities, and even potential employers. AP students often feel judged before they’ve had a chance to prove themselves, making it harder to rebuild their confidence and self-esteem.  

Negative stereotypes can also close doors. Employers, colleges, or apprenticeship programmes may be more hesitant to take on a student from an AP background, wrongly assuming they lack the discipline or skills needed to succeed. 

Changing the Narrative: How AP Schools Can Use Media for Good  

The good news is that AP schools and educators have tools available to challenge these harmful stereotypes. By leveraging the power of media and technology, they can tell a more accurate and inspiring story.  

One of the best ways to counter negative stereotypes is to spotlight the success of AP students. Stories about students who have thrived in AP settings and gone on to achieve great things— whether academically, professionally, or personally—can inspire others and shift public perception. Social media platforms, school websites, and local news outlets are great channels for sharing these stories.  

Partnering with local media can also provide a great opportunity for change, AP schools can build relationships with local journalists to ensure fair and balanced reporting. By inviting reporters to visit their schools, meet students, and see the positive work being done, educators can help encourage the media to gain context into the real lives of AP students.

Empower Students to Share Their Voices  

Give students the tools and platforms to share their own experiences. Blogs, vlogs, podcasts, and social media are all ways for students to tell their stories in their own words. This not only empowers them but also helps the public see AP students as individuals with unique talents, dreams, and challenges.  

Furthermore, social media can be a powerful tool for reaching large audiences. AP schools can use it to celebrate achievements, showcase innovative programs, and educate the public about the realities of AP. Campaigns that use hashtags, video content, and testimonials can go a long way in breaking down stereotypes. 

Alternative Provisions are more than just a safety net—they are a vital part of the education system, offering students a chance to thrive. The media’s portrayal of AP students as

“troublemakers” or “failures”, and of AP settings as a pipeline to prison, is not only inaccurate but also harmful. By telling the real stories of resilience and success, we can change the narrative and ensure that AP students are seen for who they truly are: young people with limitless potential.