A few years ago, while having a conversation at a former place of employment, I emphasised the importance of building relationships as an effective strategy for supporting students towards achieving academic progress.
The suggestion was promptly “pooh-poohed” by a deputy headteacher, who stated that what they needed were “real” strategies that staff could implement with disengaged students.
This response has caused me to think about past ideas that have been espoused in academic arenas: Maslow’s hierarchy of needs (Maslow, 1943) and the Every Child Matters (ECM) government initiative from 15 years ago.
Both Maslow and the ECM initiative recognise that nurture, safety and wellbeing are important for the development of children and young people. Both directly impact on the process of learning. In fact, developing relationships (nurture, safety and wellbeing) is the bedrock of nurturing that many disaffected students desperately need.
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