With the correct support all children can be fully included in their educational setting, enjoy learning and succeed. Good relationships, within which children learn to feel safe and secure, trust and regulate, are the key to learning and development.
Schools are ideally placed to offer relational support. This support can and should become part of our everyday interactions with the children we work with.
We believe that it is most helpful to consider what we know helps children to develop rather than to focus on deficits. We focus on the psychological theory that tells us what makes a good relationship, what behaviour is telling us in terms of what we need to do and on what the child is telling us about what helps them, rather than diagnosing or labelling children. Children need to have a voice, feel heard and have opportunities to develop a sense of agency if support is to be meaningful and effective.