Principle 3: Curriculum, teaching and learning

Relational learning helps children and young people understand and manage their emotions, listen to others and solve disagreements calmly. Empathy plays an important role. Children who understand how other people feel are more likely to share, help others and build positive relationships. Programmes such as SCARF and Jigsaw give primary pupils opportunities to talk about feelings and reflect on experiences. These activities help them build emotional awareness and compassion. The Restorative Thinking Curriculum strengthens these skills by encouraging children to think about their behaviour and how it affects other people.

In secondary schools, programmes such as TISUK, Emotion Coaching UK and Restorative Approaches in Schools (RAiS) help young people develop empathy, especially during conflict or emotional stress. Hill Park School uses trauma-informed tools such as Theraplay and DDP (Dyadic Developmental Practice) to help pupils build empathy and feel emotionally safe.

Self-regulation is another important part of relational approaches. Children who manage feelings such as anger and frustration can work more positively with others and deal with disagreements more effectively. Programmes such as Connect PSHE and Restorative Thinking help primary-age children understand their emotions and learn strategies such as breathing exercises and mindfulness.

In secondary schools, trauma-informed programmes such as TISUK and the Applied Trauma Responsive Classroom Model (ATRCM) help staff support pupils' emotional needs. Staff help pupils regulate their emotions, calm their nervous systems and solve problems more thoughtfully. These approaches help young people, especially those with high stress levels or social anxiety. For example, schools taking part in Derbyshire's Attachment Aware Schools Programme, including David Nieper Academy, report better emotional regulation and improved readiness to learn.

Good communication skills also support relational approaches. Children need to learn how to express themselves clearly, listen carefully and work through differences with others. SCARF, Jigsaw and Connect PSHE develop these skills in primary schools through discussions and group activities. In secondary schools, Jigsaw 11–16 and Restorative Thinking (KS3/4 version) use role play, peer mediation and structured discussion to help young people practise empathetic communication. Whole-school restorative approaches also show pupils how listening and repairing relationships can help after conflict or when someone feels misunderstood. These approaches improve relationships in the classroom and help create a culture of trust and accountability.

Relational approaches also help children and young people feel that they belong. When pupils feel included and valued, they are more likely to behave positively and build supportive relationships. Programmes such as Jigsaw and SCARF encourage inclusion and celebrate diversity in primary schools. Secondary schools that use trauma-informed approaches also focus on community, inclusion and emotional safety. For example, Hill Park School received a Gold+ award for Attachment Aware practice. Through emotion coaching, safe spaces and supportive relationships, the school helps all pupils, especially those with social, emotional and mental health (SEMH) needs or difficult life experiences, feel seen, valued and supported.

Introducing relational approaches can challenge schools. Teachers need training to teach empathy and emotional regulation well. Busy timetables can make it difficult to fit relational learning into the school day. Pupils also have different emotional and behavioural needs, which can make lessons more challenging to deliver. Some schools may lack the resources to support these programmes fully. Larger classes and limited adult support can also make it harder to give every child the individual attention they need to develop relational skills.

In secondary schools, some pupils have more complex emotional needs and long-standing relationship difficulties. These pupils often need support from skilled staff and a consistent approach across the whole school. Pupils with limited emotional vocabulary or unmet social and emotional needs, including pupils who have experienced trauma or have social, emotional and mental health (SEMH) needs, may find restorative conversations difficult at first.

Despite these challenges, relational approaches bring clear long-term benefits. They help children and young people develop emotional intelligence, resilience and social skills. By investing time and resources in relational learning, schools can help pupils build healthy, positive relationships.

When school leaders invest time and resources in relational learning, they show a whole-school commitment to these approaches. Trauma-informed and attachment-aware programmes, including those from TISUK and Bath Spa University, show how a clear vision and shared understanding of relationships can improve school culture. Whether schools use these approaches through PSHE lessons, pastoral support or conflict resolution, they place relationships at the centre of learning and development for children and young people of all ages.