This book aims to explore the factors surrounding prisoners' experience of education. It looks at links between exclusions, emotional and behavioural difficulties (EBD) provision and offending behaviour, and initiatives which may help to halt the 'school-to-prison pipeline.' The research is qualitative and aims to broaden understanding of prisoners' motivations and de-motivations to learn, and illustrates some examples of good practice from working within the field. The author interviewed prisoners to elicit their views and perceptions of educational provision, both past and present, and what they see as any affective factors leading to disaffection. This research recommends the arts and early intervention as a way forward to reduce the likelihood of offending behaviour. This book is aimed at educators from mainstream and special education providers, those working within the prison system, mentors and social workers, and anyone concerned with the welfare of young people.