Building Positive Relationships

We tend to build relationships on respect and a mutual willingness to get to know one another, we engage in conversation, talking about our lives, our likes and dislikes, our families and what has been before. The aim is to gain trust and, when relationships start to take place between adults and children, a sense of belonging and self-worth is created and, we hope the building blocks and low-level scaffolding can sustain and last longer than the first brief moments of engagement.

Our many different schools are full of adults and children, all working with each other to build something credible, when we enter the school building, we meet the front of house staff and, it is here we start to build a rapport. Moving around the school we enter classrooms to check in with teachers, teaching assistants, inclusion staff and support staff. Without recognising it, our lives become intertwined and the power of building sustainable positive relationships starts to develop.

So, what is the glue that binds us together, what are the ingredients that ensure our relationships last and do not fall. Is it trust, kindness, an honest curiosity for each other, an appreciation for one size does not fit all and a willingness to meet each other where we are at. Every child deserves to be a champion of their own life and with guidance and support that will look very different for all of them.

Working alongside KS1/2/3 children and teenagers requires all of the above, it is important the children/students feel they are listened to and accepted for who they are. Life can throw many different curve balls at us at any given time, so to create a space that allows freedom to express their views, opinions and their identity can be powerful, the strength of a positive relationship will determine being able to overcome obstacles and starting a new journey.

The role of the learning mentor is precious, we visit weekly, we do not discipline, we are seen as special staff to the children and students, we are non-judgemental and offer time out of class to explore the complexities of life in general, taking in one account of a situation and offering another that may help, we support and guide, we are possibly the once a week glue that holds some of our children and students together.