Abstract
This research uses an active listening approach within a narrative inquiry methodology to consider the views of three teenage males aged 15–17 years on the topic of missing education. Missing education is a term used to describe children and young people (CYP) not receiving a suitable education or being on a school roll. The participants’ accounts were analysed using a Voice-Centred Relational Method to identify the complex interplay of systemic factors, the importance of individual experience and supportive adult–pupil relationships. The reflective accounts presented in this paper highlight implications for active and effective listening to CYP. A model was created to support the approaches educational psychologists (EPs) could use to support school staff, parents and other professionals in their work with individuals “missing education”.
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