Supporting learning, development and wellbeing through relationships

Secure relationships have a direct bearing on a child or young person's capacity to succeed in school. Relationships and a sense of belonging are key to success for all children and young people and essential for those who have experienced relational losses and trauma.

Relational learning provides a framework for whole school development and universal provision, alongside key adults and safe spaces for those who have the greatest need.

Guidance for developing relational practice and policy

We have developed a Guidance for developing relational practice and policy document which aims to support inclusion, engagement and positive outcomes for all children and young people, with a particular focus on those who are most vulnerable.

This guidance was written to foster inclusion, improve engagement, and enhance outcomes for all pupils, especially those at risk of exclusion. It responds to significant concerns about children and young people's mental health and long-standing disparities in exclusion rates among vulnerable groups.

The document describes an approach to teaching and learning which influences whole school ethos and systems as well as universal teaching practice and targeted support. It supports the development of relational behaviour policies which take into account current research and theory from the fields of attachment and trauma, effective support for inclusion and on improving behaviour in schools.

View further resources to support relational practice and policy

Teams that can provide further support

• Educational psychology
• Social, emotional and mental health (SEMH) inclusion service
• Virtual School for looked after children