Flexible learning programmes (FLPs) and similar alternative education initiatives are designed to meet the diversity of needs of young people who have become disengaged from mainstream education. There is emerging evidence of the high prevalence of speech, language and communication needs (SLCN) and language disorders amongst students attending FLPs. This highlights the importance of understanding the views of these young people growing up in challenging psychosocial contexts about their experiences of schooling. We report on the perspectives of 45 students (aged 12-18 years) who had identified SLCN and who attended an FLP. We wanted to understand what they found valuable (and not) in their current FLP and how this compared to their previous schooling experience. The majority of students responded positively when asked about their current high school. Key factors identified via qualitative content analysis included how the FLP class content and environment were suited to them, the responsiveness of staff to their learning and personal needs, how their autonomy was respected, and the positive peer relationships they had developed in the FLP. Understanding these factors will support the design and implementation of educational programmes that foster improved engagement with, and achievement within, both FLPs and mainstream schools.