The voices of adults who have been in care as a child and were also excluded from school are almost absent in the academic literature about care, education and exclusion. More than that, children who are excluded from their home, in whatever way that has come about, and are also excluded from school face a double challenge in relation to making sense of the fundamental need to belong, that is, to feel safe, to feel accepted, to be connected and to have access to relational wealth. This research seeks to fill that gap in the literature and carve out further opportunities for research on the intersection of school exclusion and being in care as a child, from the lens of the adult that the child became.