For pupils whose behaviour or needs mean that they cannot be safely educated within the mainstream classroom, they will often be educated for a period in a Pupil Referral Unit (PRU). Often these are pupils with multiple vulnerabilities at risk of poorer life outcomes so it is important to understand the role a pupil’s time at the PRU can play in improving their educational and psychosocial outcomes. The number of primary school-aged pupils attending PRUs is rising, yet there remains a lack of research regarding the experiences of these pupils. Part one of this portfolio presents a systematic review and thematic synthesis of the experiences of pupils attending primary PRUs. The findings suggest that generally their time at the PRU is experienced as positive by pupils and that relationships and systems of support within the PRUs are important to them, although most pupils also remained motivated to return to mainstream education. Part two presents an empirical project using qualitative interviews with staff and pupils to explore the nature and impact of staff-pupil relationships in primary PRUs. The findings suggest that staff-pupil relationships within PRUs are closer in nature than those that form within a mainstream setting, which is fed into by staff being able to adapt their practice to fit the pupil, the creation of a compassionate narrative about the pupil’s difficulties, a change in priorities, and staff also forming positive relationships with the pupil’s family/caregivers.