Abstract:

Relational dimensions of schooling, including teacher–student connection and sense of belonging, are increasingly recognised as central to engagement, attendance and learning outcomes. However, there remains a limited empirical evidence base examining how such relational practices are enacted within online alternative education, particularly for students with complex social, emotional and educational needs. This study addresses this gap by focusing explicitly on teacher perspectives of relational practice in synchronous digital classrooms.

The research is situated within a fully online alternative education provider serving students aged 11–16 who are unable to access mainstream schooling due to factors including special educational needs and disabilities, emotionally based school non-attendance, exclusion and medical needs. Adopting an interpretivist paradigm, the study utilises a qualitative, multi-method design to explore how teachers conceptualise and operationalise relationships in online settings.

Primary data is drawn from semi-structured teacher discussion groups, designed to elicit practitioner insight into relational strategies, perceived effectiveness, and constraints within digital environments. These data are analysed using reflexive thematic analysis, enabling an inductive yet theoretically informed interpretation of patterns across the dataset. To enhance analytic depth and credibility, teacher accounts are triangulated with student and parent perspectives, as well as selected school-level survey indicators relating to perceived support, trust and relational connection.

Analysis identifies three interrelated mechanisms underpinning relational practice. First, predictable relational presence, characterised by consistency, clarity of expectations and emotionally attuned communication, functions as a stabilising factor for students with disrupted educational experiences. Second, safe challenge, where teachers calibrate cognitive demand alongside co-regulatory support, enables participation without triggering avoidance. Third, structured peer visibility, involving carefully mediated opportunities for interaction, supports the development of social connection within safeguarding constraints.

The findings suggest that relational practice in online alternative education is not a diminished form of in-person interaction but a distinct pedagogical configuration requiring intentional design. Digital environments both constrain and enable relational work, reducing certain social pressures while necessitating explicit structuring of interaction and communication. The study contributes to emerging international discourse on inclusive digital education by offering a practice-grounded conceptualisation of how belonging and relational connection can be operationalised through teacher action in online contexts.

Implications are significant for the design of online pedagogy, teacher professional development, and the strategic integration of digital provision within inclusive education systems. The study advances understanding of how relational practice can be systematically embedded to support engagement and re-engagement among vulnerable learners in digitally mediated environments.

Keywords:

Online learning, alternative education, teacher–student relationships, school belonging, relational pedagogy, inclusive education, digital classrooms, student engagement.