Healthy learning environments for young people are underpinned by respectful relationships. Unfortunately, Australian students who do not form reasonable relationships with peers and staff are unlikely to benefit from being at school. These students tend to disengage and are often excluded. However, a growing number of Australian schools have moved beyond exclusion as their default response in dealing with such students. In asking themselves "After exclusion what?" some Australian schools have found that one answer is to create an onsite "enabling space" as an integral part of their student well-being practice. Drawing on an Australian Research Council-funded research project involving the University of Melbourne, Hands On Learning Australia and a wider team of partners, this paper introduces the conceptual framework of enabling spaces to explore respectful relationships through the tripartite lens of "connection", "control" and "meaning". Enabling spaces, built on respectful relationships, foster a sense of belonging in students, encourage and develop self-efficacy, and provide a context for students to derive a sense of purpose. In this way, they can help young--often disadvantaged--people maintain their connection with mainstream schooling. We argue that these elements are common features of all enabling spaces, and discuss the Hands On Learning method as an illustrative case study.