This article explores the affordances provided by altering the way in which a traditional structured classroom is perceived. The article, through an exploration of reconfiguring a classroom space in a drama intervention, outlines the affordances provided to young vulnerable people and the adults that they work with. Such reconfigurations are essential in order to provide vulnerable young people with the means to alter the stereotype that have been assigned to them by others. Equally the reconfiguration is a tool that can equip the adults with the space to better understand the young people and their backgrounds. Together this can allow a differing identity to flourish and provide young vulnerable people with the space to evolve into their true self. Altering or defamiliarisng the space affords a potential relational change for both students and adults.