This thesis attempts to provide an understanding of the factors and issues influencing the success of students at risk of permanent exclusion from school. It is a single-site study and involves insider research. Research suggests that positive teacher-student relationships can serve as a protective factor to such students. Positive student-student relationships were also identified as a protective factor. Narratives collected from permanently excluded students suggest that the experiences of relationships with both adults and students in school are an important component for inclusion. A qualitative approach using narrative inquiry was used. Semi-structured interviews and animated interviewing techniques were chosen to draw out students’ school experiences and to discover their views on what had helped them succeed. Participants were screened for at-risk factors and their Year 11 progress and post-16 destinations were tracked. Students were selected for the research based on their at-risk factors and subsequent success at national examinations at 16 years of age. Results indicate the significance of the development of positive student-teacher relationships as a protective factor for students at risk of permanent exclusion. Such relationships can be an enabler for students faced with myriad challenges inside and outside school. The research also suggests that students are decision-makers inside this process, choosing behaviours that lead to inclusion. The research was carried out in a secondary school (students of 11 to 18 years of age) in London, England.