{"id":172,"date":"2024-07-10T10:08:10","date_gmt":"2024-07-10T09:08:10","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/?page_id=172"},"modified":"2025-01-21T09:57:52","modified_gmt":"2025-01-21T09:57:52","slug":"relationships","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/causes\/relationships\/","title":{"rendered":"Relationships"},"content":{"rendered":"\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\">\n<h1 class=\"wp-block-heading\">Relationships<\/h1>\n\n\n\n<p>Relationships are&nbsp; crucial for managing attendance. Positive and supportive relationships between students and school staff can significantly influence a child or young persons&#8217; attitudes towards school, their sense of belonging and ultimately their attendance.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Positive Impacts of Strong Staff-Student Relationships<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\">I<strong>ncreased Engagement and Motivation<\/strong><\/h3>\n\n\n\n<p>When children and young people feel that staff care about them personally, they are more likely to be motivated to attend school regularly.<\/p>\n\n\n\n<p>Staff who understand students\u2019 children and young peoples and backgrounds can adapt their teaching to be more engaging and relevant, encouraging regular attendance.&nbsp;<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Emotional Support<\/strong><\/h3>\n\n\n\n<p>Children and young people who have trusting relationships with staff are more likely to feel safe and supported which can reduce anxiety and absenteeism.<\/p>\n\n\n\n<p>Staff who are attuned to children and young peoples&#8217; emotional well-being can provide or facilitate access to mental health support, addressing issues that might lead to absenteeism.&nbsp;<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\">\n<h1 class=\"wp-block-heading\">Related Pages and Links<\/h1>\n\n\n\n<h3 class=\"wp-block-heading\">Individual Factors<\/h3>\n\n\n\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/causes\/additional-support-needs-asn\/\">ASN<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/age\/\">Age<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/anxiety-mental-health\/\">Anxiety and Mental Health<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/peer-relationships\/\">Peer Relationships<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/physical-health\/\">Physical Health<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/risk-taking-behaviour\/\">Risk Taking Behaviour<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/social-isolation\/\">Social Isolation<\/a><\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<h3 class=\"wp-block-heading\">School Based Factors<\/h3>\n\n\n\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/attainment-achievement\/\">Attainment and Achievement<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/culture-ethos\/\">Culture and Ethos<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/curriculum\/\">Curriculum<\/a><\/p>\n<\/div>\n<\/div>\n\n\n<p><iframe loading=\"lazy\" title=\"Every kid needs a champion | Rita Pierson | TED\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/SFnMTHhKdkw?start=89&#038;feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Academic Support<\/strong><\/h3>\n\n\n\n<p>Teachers who build strong relationships with children and young people can better identify and address academic challenges, helping students stay on track and feel more competent, reducing the likelihood of skipping school.<\/p>\n\n\n\n<p>Positive reinforcement and constructive feedback from staff can boost children and young peoples&#8217; self-esteem and commitment to attending school.&nbsp;<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Behaviour<\/strong><\/h3>\n\n\n\n<p>Staff who know their children and young people&nbsp; well can manage behaviour more effectively and empathetically, reducing conflicts and disciplinary absences.<\/p>\n\n\n<p><iframe loading=\"lazy\" title=\"All Behavior is Communication\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/Sr9Y11xzRqY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n\n\n\n<p>Strong relationships facilitate better communication and conflict resolution, helping to maintain a positive school climate.<\/p>\n\n\n<p><iframe loading=\"lazy\" title=\"No such thing as naughty-Why we need to rethink challenging behaviour | Peter Nelmes | TEDxNorwichED\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/bM6Kb2q8Dho?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Parental Engagement<\/strong><\/h3>\n\n\n\n<p>Staff who build relationships with both pupils and their families can foster a stronger home-school connection, encouraging parental involvement in addressing attendance issues. &nbsp;Regular and positive communication between staff and parents\/carers can ensure that issues affecting attendance are addressed promptly and collaboratively. <\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity is-style-dots\" \/>\n\n\n\n<h2 class=\"wp-block-heading\">Strategies to Foster Strong Staff-Student Relationships<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Professional Learning<\/strong><\/h3>\n\n\n\n<p>Providing staff with professional learning on how to build and maintain positive relationships with children and young people can equip them with the skills needed to support pupils effectively.<\/p>\n\n\n\n<p><a href=\"https:\/\/glowscotland.sharepoint.com\/sites\/dumfriesandgallowaycouncil\/D&amp;GCouncil\/DG%20GIRFEC\/Forms\/AllItems.aspx?FolderCTID=0x01200095CA12D011FC51439DF07A534F9EA64A&amp;id=%2Fsites%2Fdumfriesandgallowaycouncil%2FD%26GCouncil%2FDG%20GIRFEC%2FSafeguarding%20Folder%20%28includes%20Policies%20and%20Advice%29%2FProfessional%20Learning%20and%20Training%20Calendar\" target=\"_blank\" rel=\"noreferrer noopener\">Dumfries and Galloway Council &#8211; Professional Learning and Training Calendar &#8211; All Documents<\/a> (link opens in new tab in Glow)<\/p>\n\n\n\n<p><a href=\"https:\/\/education.gov.scot\/professional-learning\/professional-learning-programmes-webinars-and-events\/programmes\/?orderAlias=default\" target=\"_blank\" rel=\"noreferrer noopener\">Professional Learning Programmes | Education Scotland<\/a> (external link, opens in new tab)<\/p>\n\n\n\n<p><a href=\"https:\/\/education.gov.scot\/events?dateFrom=2024-07-10\" target=\"_blank\" rel=\"noreferrer noopener\">Events | Education Scotland<\/a> (external link, opens in new tab)<\/p>\n\n\n\n<p>Professional learning outlining your schools context supports staff understand and respect children and young peoples\u2019 diverse backgrounds, fostering inclusive relationships.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Mentor Programs<\/strong><\/h3>\n\n\n\n<p>Establishing mentor programs where practitioners mentor children and young people can create strong bonds and provide additional support for at-risk students.<\/p>\n\n\n\n<p>Facilitating peer mentor programs can also improve students sense of belonging, with staff overseeing and supporting these relationships.&nbsp;<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Consistent and Positive Interactions<\/strong><\/h3>\n\n\n\n<p>Encouraging staff to have regular, informal check-ins with children and young people can help build trust and show that staff care about their wellbeing.<\/p>\n\n\n\n<p><a href=\"https:\/\/education.gov.scot\/inspection-and-review\/hm-chief-inspector-reports-and-guidance\/school-and-elc-inspection-findings\/national-overviews\/sharing-whats-working-well\/daily-registrationcheck-in-for-every-learner\/\" target=\"_blank\" rel=\"noreferrer noopener\">Daily registration\/check in for every learner &#8211; national overviews of what&#8217;s working well| Education Scotland<\/a> (external link, opens in new tab)<\/p>\n\n\n\n<p>Staff should consistently recognise and praise children and young peoples\u2019 efforts and achievements, fostering a positive and supportive environment.<\/p>\n\n\n<p><iframe loading=\"lazy\" title=\"The Power of a Caring Educator | Lisa Mims | TEDxWilmingtonED\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/G9TP2ROMRvc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Child-Centred Approaches<\/strong><\/h3>\n\n\n\n<p>Involving children and young people in decision-making processes about their learning and school environment can make them feel valued and respected.<\/p>\n\n\n\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/dandgattendancetoolkit\/uploads\/sites\/8842\/2024\/07\/09134540\/HGIOURS-Part-1.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">HGIOURS Part 1<\/a> (link opens in new tab in Glow)<\/p>\n\n\n\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/dandgattendancetoolkit\/uploads\/sites\/8842\/2024\/07\/09134551\/HGIOURS-Part-2.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">HGIOURS Part 2<\/a> (link opens in new tab in Glow)<\/p>\n\n\n<p><iframe loading=\"lazy\" title=\"The Affect of Relationships on Student Achievement | Daniel Pampuch | TEDxGlasshouseChristianCollege\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/60zLIU5S1Y4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n\n\n\n<p>Creating flexible and child-centred learning environments can help meet the diverse needs of students, encouraging attendance.<\/p>\n\n\n\n<p><a href=\"https:\/\/education.gov.scot\/resources\/applying-nurture-as-a-whole-school-approach-a-framework-to-support-self-evaluation\/\" target=\"_blank\" rel=\"noreferrer noopener\">Applying nurture as a whole school approach &#8211; A framework to support self-evaluation | National Improvement Hub<\/a> (external link, opens in new tab)&nbsp;<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Inclusive Community and Extracurricular&nbsp;<\/strong><\/h3>\n\n\n\n<p>Staff involvement in extracurricular activities and after-school programs can provide additional opportunities for relationship building.<\/p>\n\n\n\n<p>Encouraging staff to participate in community events and activities can help them understand and connect with children and young peoples\u2019 lives outside of school.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Relationships Relationships are&nbsp; crucial for managing attendance. Positive and supportive relationships between students and school staff can significantly influence a child or young persons&#8217; attitudes towards school, their sense of belonging and ultimately their attendance.&nbsp; Positive Impacts of Strong Staff-Student Relationships Increased Engagement and Motivation When children and young people feel that staff care about them personally, they are more likely to be motivated to attend school regularly. Staff who<\/p>\n<p><a class=\"more-link\" href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/causes\/relationships\/\">Read More<\/a><\/p>\n","protected":false},"author":20564,"featured_media":0,"parent":88,"menu_order":11,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-172","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/wp-json\/wp\/v2\/pages\/172","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/wp-json\/wp\/v2\/users\/20564"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/wp-json\/wp\/v2\/comments?post=172"}],"version-history":[{"count":8,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/wp-json\/wp\/v2\/pages\/172\/revisions"}],"predecessor-version":[{"id":347,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/wp-json\/wp\/v2\/pages\/172\/revisions\/347"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/wp-json\/wp\/v2\/pages\/88"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/dandgattendancetoolkit\/wp-json\/wp\/v2\/media?parent=172"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}