There is some ambiguity and contention surrounding the role and potential of education and training measures beyond formal schooling. While labour market integration is generally the assumption underlining such projects and programmes, there is clearly another significant side to those measures that target educationally excluded youth; namely, its broader social inclusion dimension. An important aspect to this dimension is the consideration as to how social inclusion is articulated at a policy intervention level. This paper argues the importance of individual relationships, meaningful interactions and "everyday allegiances" for authentic educational inclusion. Such social practices operate in ways to support the capabilities and personal resources required to compensate for the psychically and biographically damaging effects experienced through the institution of schooling. This paper details the contours of inclusive social practices and relationships surrounding a "second chance" education and training intervention in Ireland known as Youthreach, which, it can be argued, bears some resemblances to what might be categorized as "positive welfare". (Contains 7 notes.)