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Mackenzie, a young adviser at in Portsmouth, shares a powerful reflection on what a positive teacher–student relationship looks like:

‘Throughout secondary school I was often kicked out of my classes and made to wait outside for the majority of the lesson. I didn’t get along with my teachers because I felt ignored … There were a few teachers I was close with … We’d go over my lessons in detail … The important thing was that I felt listened to. I wasn’t being ignored and punished.’

Mackenzie’s experience highlights the importance of being heard and supported. She believes the best way to build positive relationships between teachers and students is by talking and listening – not just in class but through one-to-one check-ins that include matters at home. That small gesture can offer a lot of support.

The Motiv8 model

At Motiv8, young people in youth work-led resilience programmes demonstrate their confidence in speaking up, resolving conflict and managing stress – leading to better classroom behaviour and learning outcomes. The more inclusive and responsive we are to real needs, rather than relying on control or exclusion, the more we build trust, foster belonging, and support personal growth through trusted relationships.

When young people feel seen, safe and supported, they are more likely to succeed academically and become resilient, capable and compassionate individuals ready to face the future with confidence.

Young advisers like Mackenzie highlight key youth work principles that can support positive teacher encounters such as listening, empathy, consistency and trusted relationships. At Motiv8, these principles support young people at risk of exclusion, disengagement or harm, and coincide with values such as the quality of trusted relationships, collaboration, empowerment and adaptability.

Youth work: A relational approach to education

Mackenzie’s understanding reflects the cornerstones of – informal education focused on the personal, social and emotional development of young people. Unlike formal education, however, which is structured around a knowledge-based curriculum, youth work is flexible and responsive to individual needs and interests. It creates voluntary, inclusive and youth-led environments where young people feel safe, respected and empowered to express themselves without judgment.

‘Youth work creates voluntary, inclusive and youth-led environments where young people feel safe, respected and empowered to express themselves without judgment.’

The youth worker–young person relationship is based on mutual respect and trust, using relational and reflective practices to understand each young person’s unique circumstances, challenges and strengths. It is from the quality of this relationship that essential life skills such as communication, leadership, resilience and critical thinking emerge. Skills that are crucial for academic success and preparing for positive futures.

Embedding youth work in schools

Integrating youth work practices into schools enhances educational experiences and supports holistic wellbeing. In line with the , Motiv8 and other youth organisations across England have embedded to deliver targeted group work, one-to-one mentoring, and relational support for young people with behavioural or attendance challenges.

These interventions, however, offer a different kind of adult relationship – voluntary, respectful and built on mutual trust. Youth workers provide non-judgmental spaces where young people feel heard and understood, helping them reflect and develop coping strategies. This relationship- (rather than knowledge-) centred approach supports emotional and social development, fosters resilience, and promotes belonging within the school community where all aspects of a young person’s growth are valued.

Evidence for effective youth-centred learning

According to research from the , young people who feel known and understood by their teachers are more likely to attend regularly, stay motivated and achieve better outcomes. Schools that adopt these approaches are more likely to build trust with young people, leading to better engagement, improved wellbeing and reduced exclusions.

In classrooms, strengths should be highlighted, time taken to check in, and positive feedback given to create a positive atmosphere. Current approaches in many schools rely on . This isolates young people, especially those facing challenges outside school.

Yet, empowerment, participation and active listening create learning environments where young people feel motivated and take ownership of education. For example, a young person struggling with written tasks might thrive in group discussions or creative projects. Making room for diversity helps young people succeed in their own way rather than conforming to performative teacher-centred pedagogic practices based around standardised knowledge outputs.

If, as Ryan & Deci (2000) claimed, ‘Young people learn not because they are told to, but because it feels relevant and meaningful to them’, the participatory and relationship-centred approach that underpins youth work may well encourage young people to take ownership and responsibility for their learning and improve their intrinsic motivation.

References

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.