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This study explores the views of young people attending within-school 'alternative' provision to support their return to mainstream classes. Q-methodology was used to explore pupil views about what helps and inhibits successful on-site 'reintegration'. Eighteen pupils aged 13-16 years with experience of attending school inclusion centres in three high schools participated. Protective factors supporting reintegration and mitigating the risk of further exclusion from school included the need to be seen and heard, and to have somewhere or someone to go to for support. The study highlights the importance of pupil voice and a need for greater clarity in terminology used to describe the shifting terrain of inclusion. Further research is needed on the context and factors driving the rise in in-school alternative provision in England, including blind spots in official data on the extent of pupil moves and subsequent opportunities within mainstream settings.

Access to education for undocumented migrant children in South Africa remains a significant challenge. While the difficulties related to their inability to access education within the country have been highlighted elsewhere, there remains a lack of clarity on an approach to how this basic human right can be achieved. In this conceptual paper, we draw on the distinction between equality and equity, and describe the various ways in which education has been conceptualised in the South African Constitution -- which in part contributes to the existing confusion on education for various groups, including undocumented migrant children. In this paper, we critically reflect on the need to develop an integrated approach for creating a platform that allows all undocumented migrant children access to education in South Africa. We argue that an integrated approach -- which entails ways through which access to education can be delivered through the lens of equity -- will enhance the right to education for undocumented migrant children in South Africa. We conclude that the South African government must urgently consider this integrated approach to enable access to education for undocumented migrant children, so that they can achieve their full educational potential.

The goal of equity in education in England is damaged by regional disparities in outcomes and a marked social gradient in school exclusion. The most vulnerable groups are disproportionately represented in in-year transfers. Drawing on 24 interviews with school leaders and education decision-makers in a socioeconomically deprived area, this study examined institutional strategies to promote inclusion by reducing pupil mobility in an area-based initiative. The analysis highlights the interaction of administrative, professional and market logics, and the significance of the "middle tier" in mediating inter-local tensions. Further research is needed on "hidden" pupil moves and diverse forms of within-school segregation-reintegration.