However, they viewed their current, ‘alternative’ places of schooling as spaces of belonging, framed through analogies of ‘family’ and discourses associated with a ‘home’. This chapter explores these young peoples’ perspectives and experiences of belonging using Soja’s concept of spatial justice. The research was conducted over six months with students and staff involved in a documentary film-making project at an alternative school in Queensland. The analysis identified three key spaces of belonging: relational, material, and pedagogical. The relational spaces provided care, supportive relationships, and acceptance that young people associated with a family and that enhanced their capacity to succeed in the pedagogical space. The material space often resembled the environment and structures found in homes and complemented the pedagogical space by providing a safe environment for learning. Finally, the pedagogical space was characterised by structures that enabled students to be supported and guided through meaningful learning experiences they often chose themselves. We propose that such inclusive spaces of belonging are necessary to engage marginalised young people in their education and schooling.