IMPROVING SOCIETY BY STRENGTHENING THE
QUALITY OF RELATIONSHIPS IN SCHOOLS
We measure the quality of relationships between people in schools and, through our analysis and subsequent advice and interventions, seek to influence organisational practice and policy with a relational agenda.
Our work demonstrates how a focus on improving relationships in schools improves a broad range of educational and social outcomes, and can overcome disadvantages
Our main aim is to build relational capital and capability in the lives of students, teachers, families and communities by supporting positive and evidence-based change in: the way schools are organised; the way schools conduct their practice with respect to teaching, learning, leadership and management; and the way system-level organisations and authorities influence school practice through policy or regulation.
Lines of Data
Dr Robert Loe
“I think we are still learning lots about how we’re feeling and how we move forward from this. I think…
Relational Schools assessed how a trip to Emu Gully camp influenced the relationships in three Year 11 classes at an…
Director of Teaching and Learning and Research School, Samuel Ward Academy Trust
“Our work with Relational Schools has had a profound impact on my approach as an educational leader. It reinforced the evidence that relationships are the glue that holds every learning institution together and provided a detailed set of metrics to measure this providing areas for development.
More importantly, it has provided a narrative and direction for system level relational change across our MAT and beyond. Their input and leadership is consistently of high quality, nuanced and evidenced informed which matches where we are moving to as an organisation.”
Gwyn ap Harri
CEO, XP School
"In a sector that talks about evidence-based practice, a lot of the evidence being used is weak, and is used to promote a certain ideology. Relational Schools stood out to us as able to offer an independent, empirical test that what we do works. The process was simple, unobtrusive, and enjoyable, and allowed our staff and students to reflect deeply on the purpose of what we do."
Executive Principal, Linton Village College & Chilford Hundred Education Trust
"Engaging in research with Relational Schools has been an incredible professional development opportunity for colleagues at Linton Village College. Being the pilot school for the documentary exploring the impact of teacher-student relationships and contributing chapters to the Relational Teacher publication enabled staff to study this importance aspect of their practice in a deep and thoughtful way. The school community has been able to make tacit knowledge and skills regarding the development of relationships more explicit in staff meetings and training. Building positive ‘relationships for learning’ has become a more tangible whole school approach as a result of our involvement with Relational Schools."
Professor Colleen McLaughlin
University of Cambridge: Faculty of Education
“The work of Relational Schools is so important in the educational landscape of today and their approach is different, creative, rigorous and essential. The team is professional and I fully support them.”