Championing educational equity: Reaching young people at the edge of the system

This blog, written by Melissa, CEO of ASDAN, explores the role of inclusive education in preventing young people from entering or re-entering the criminal justice system. Reflecting on her conversation with Dame Rachel de Souza, Children’s Commissioner for England, Melissa highlights how voices from the ASDAN community are influencing national discussions on education, care, and justice reform. 

A few weeks ago, I had the privilege of representing ASDAN and the voices of our members in a meeting with the Children’s Commissioner for England, Dame Rachel de Souza. Our conversation focused on the power of education to transform the lives of young people - particularly those at risk of entering or re-entering the criminal justice system. We explored the impact of our work with these learners and the importance of ensuring they are not forgotten or left behind. 

This work is at the heart of ASDAN’s mission. 

For over 35 years, ASDAN has partnered with more than 4,000 education providers, supporting over three million learners. Many of the young people we serve face significant barriers - care experience, exclusion from mainstream school, mental health challenges, or contact with the youth justice system. We know that when these young people are given access to inclusive, purposeful education that builds their confidence and nurtures their aspirations, the outcomes can be life-changing: sustained employment, improved wellbeing, and stronger connections to their communities. 

Education as prevention and possibility 

Our mission is not only to support young people at risk but to offer them meaningful pathways and real choices. The right educational offer can be a form of prevention as well as a source of healing and growth. 

This is powerfully reinforced in The educational journeys of children in secure settings, a recent report from Dame Rachel de Souza, the Children’s Commissioner for England. She writes: 

“Education can be the key to rehabilitation and promotes a future away from reoffending. It must be at the heart of every plan for these children.” 

Section Four of the report calls for a radical redesign of how education is delivered in secure settings. It champions trauma-informed, relational approaches and calls for better alignment between education, care, and justice systems - something we at ASDAN fully support. Our curriculum, designed to be flexible, experiential, and learner-led, speaks directly to these needs. 

Aligning with the big ambition 

Dame Rachel’s wider consultation, The big ambition, engaged directly with over 350,000 children and young people. Their message was clear: they want fairer, more understanding schools; education that reflects who they are; and systems that truly listen. 

“Children want education that helps them grow, that understands them, and that gives them a chance.” 

 – The big ambition, Children’s Commissioner, 2024 

At ASDAN, we’re proud to be part of making that vision a reality. Our qualifications and programmes are designed to build emotional literacy, practical skills, and personal agency. We know that when young people feel seen, respected, and supported, they re-engage - and thrive. 

A call to act with intention 

Every young person - regardless of background or experience - deserves access to an education that helps them build a future they can be proud of. 

As we look to 2025 and beyond, I am more committed than ever to championing inclusive education and ensuring that ASDAN continues to stand alongside young people at the margins of the system. The insights from these two important reports further validate the work we and many others have been doing for decades - and they challenge us all to keep going, to go further, and to do better. 

Together, we can ensure that no young person is left without the support and opportunity they need to thrive.