How Can We Make Relationships the Heart of Schools?
Why Relationships Must Be the Heart of Schools
Across the nation, teachers are confronting political tension, pandemic-era stress, and rising mental-health concerns. In response, many are turning to relationship-centered practices-warm greetings, student-led discussions, co-regulation techniques, restorative conversations, and staff-wellness routines-to rebuild belonging, foster productive dialogue, and nurture emotional resilience for both students and educators.
Re-imagining School Climate
Today's classrooms are under unprecedented strain. Polarizing debates over curriculum, lingering effects of the pandemic, and growing student anxiety have eroded the sense of safety that underpins learning. Yet a growing cohort of educators is proving that the most effective antidote is not a new policy or a stricter rule, but a renewed focus on human connection.
1. Connection Before Correction
When Maeve, a fifth-grader, began disrupting a math test, her teacher Sarah chose to pause the discipline and ask, "How are you feeling about the test?" Maeve confessed to nervousness about failing. By acknowledging the anxiety first, Sarah diffused the disruption and then addressed the behavior in a calm, supportive tone. This approach-listening before intervening-has become a staple in many classrooms. Teachers report using simple habits such as greeting each student by name, sharing brief personal anecdotes, and validating emotions with phrases like, "I understand how you feel." Research shows that when students feel a sense of belonging, they are less likely to view academic challenges as insurmountable.
2. Elevating Student Voice
After the national conversation sparked by George Floyd's murder, a group of high-school graduates urged their district to better prepare teachers for race-related discussions. In response, social-studies and English teachers received targeted professional development that helped them co-create discussion norms, employ structured dialogue tools (e.g., Yes-No-Maybe, respectful debate), and practice audience-focused communication. By giving students a structured platform to share perspectives, teachers observed heightened engagement and deeper critical thinking, while maintaining a safe environment for sensitive topics.
3. Co-Regulation as a Discipline Tool
A middle-school algebra student arrived at the counselor's office visibly upset after a peer conflict. Rather than launching into a reprimand, the counselor sat beside the student, guided a brief breathing exercise, and then asked open-ended questions about the incident. This co-regulation-where an adult models calm and helps the student regain emotional balance-lays the groundwork for reflective problem-solving. Dr. Bruce Perry's "3 Rs" (Regulate, Relate, Reason) encapsulate this process, emphasizing that a regulated nervous system is a prerequisite for higher-order reasoning.
4. Restorative Practices for Accountability
When two seventh-grade students clashed during a group project, their teacher invited them to a hallway conversation instead of sending them to the office. By prompting each student to articulate their perspective and consider the impact on peers, the teacher guided them toward a mutually agreed-upon repair plan. Restorative dialogues-whether formal circles or informal check-ins-shift the focus from punishment to responsibility, fostering community and reducing suspensions. Studies consistently link restorative approaches to lower bullying rates, improved mental health, and stronger teacher-student relationships.
5. Routines that Support Educator Well-Being
The emotional toll of teaching has intensified since COVID-19. One principal introduced a three-minute "structured SEL-questioning" routine at the start of every staff meeting. He modeled thinking aloud about his feelings and self-calming strategies, then invited teachers to reflect, write, and share in pairs. Teachers reported that this brief practice not only reduced personal stress but also equipped them with a replicable tool for their own classrooms. Embedding adult SEL into professional routines has been shown to boost teacher morale and, by extension, student outcomes.
The Way Forward
Relationship-centered strategies are not quick fixes, but they are grounded in neuroscience, developmental psychology, and the lived experiences of educators. When schools prioritize belonging, empower student voice, practice co-regulation, adopt restorative accountability, and nurture staff wellness, they create an environment where learning thrives and resilience is cultivated. The challenge now is to scale these practices, provide sustained professional development, and embed them into school policies so that connection becomes the default lens through which education is delivered.
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This article draws on recent research, educator interviews, and case studies to illustrate how relational work can transform school climates.
The piece outlines how educators are countering political, pandemic, and mental-health pressures by centering relationships in schools. It highlights five evidence-based practices-connection before correction, structured student voice, co-regulation for discipline, restorative accountability, and staff-wellness routines-demonstrating their impact on belonging, emotional regulation, and overall school climate.
- Prioritizing connection before discipline reduces anxiety-driven disruptions.
- Structured student-voice practices foster deeper engagement on sensitive topics.
- Co-regulation helps students move from emotional overwhelm to reflective problem-solving.
- Restorative conversations shift accountability from punishment to repair, lowering suspension rates.
- Brief SEL routines for staff improve teacher well-being and model emotional regulation for students.
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