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Introduction

As a teacher with more than 20 years’ experience across mainstream and alternative provisions, I now lead Primary Literacy at New Barn School in Horsham, England, which supports high-functioning students with autism spectrum disorder (ASD) and additional needs. I have experience in setting up and running nurture groups, and I advocate relationship-based approaches to achieve the best outcomes. When students are confident in their environment, they begin to with real life.

The importance of relationship-based approaches

A relationship-based approach is central to my teaching, especially as many students face barriers due to negative school experiences, adolescence, domestic difficulties or communication struggles. Some students I teach have also been blamed for challenging behaviour that was a result of being in an unsuitable setting for their special educational needs (SEN) diagnosis. This is despite recommendations made by an Education Policy Institute report in 2021 calling for a national framework setting out minimum standards of support for children with SEND in mainstream schools (Hutchinson, 2021, p. 11). Further, my experiences as a teacher have found that all staff play a vital role in building trust and positive relationships to support students’ learning.

Encouraging prosocial behaviour

Promoting prosocial behaviour is central to my approach and I work with students during unstructured times to support positive peer interactions. Bergin (2018) defines prosocial behaviour as kindness, compassion, collaboration, teamwork and cooperation. Richard Evea, in his contribution to this special issue, argues that these are ethical goods that emerge from relationship-building processes rather than as predetermined outputs. I recently used this approach to help a disengaged year 11 student achieve their qualifications. As Simon Edwards also points out in his blog post, conscientisation emerged as my developing understanding of the student addressed assumptions I had about their reality. By focusing on one target at a time, I gained their cooperation. Each achievement earned them a break and points in a bespoke rewards system. I also found out that their favourite reward was making a fruit smoothie.

Creating a positive school culture

In my school, a prosocial approach shapes our culture. Staff use first names, and we prioritise positive behaviour and strong relationships. Sanctions are used when necessary, but our main goal is providing a safe, welcoming environment that discourages negative behaviour. The classroom environment is key: our SEN setting has small classes, extra SEN support and clear, uncluttered displays.

Tailoring curriculum to student interests

The Nurture department has developed a curriculum tailored to students’ interests. Programmes like (Award Scheme Development and Accreditation Network) offer flexible courses for young people in greatest need, aged 11–25. For example, I initiated evidence for the Environmental Awareness module by organising a trip to a sea life centre based on a shared interest in marine life. I also tailor rewards, such as bespoke reading charts for keen readers. These personalised approaches foster engagement and motivation.

Supporting student development

This nurturing environment builds students’ confidence and supports transitions to new or previous learning settings. Some need long-term support; others move to different schools. In all cases, the nurturing approach helps students take their next steps.

‘In all cases, the nurturing approach helps students take their next steps.’

Recognising holistic progress

Student development is not linear, and success should not be measured solely by academic progress. Social development and communication skills are equally important. The school assesses student progress not only academically but also against targets outlined in their educational health and care plans (EHCPs).

Positive behaviour policies

Guided by Biesta’s (2019) view that students need genuine agency, our positive behaviour policy emphasises recognising and rewarding good behaviour. Staff are expected to know students well, anticipate dysregulation, and intervene early. Relationship-centred pedagogy and clear boundaries create supportive environments where students develop agency and flourish.

Constructive disciplinary methods

Bergin (2018) advocates for the use of induction in disciplinary processes. This involves reasoning with students in three stages: identifying the inappropriate behaviour; encouraging empathy; and guiding the student to suggest ways to repair the situation. This method avoids confrontational approaches, such as demanding apologies, and instead promotes constructive problem-solving.

Conclusion

A relationship-centred approach can support effective teaching and learning in SEN settings, as it benefits both students and teachers, and fosters mutual enjoyment and collaboration in overcoming challenges. Students who are excluded from school are often among the most vulnerable in society. These individuals need to be understood and supported in environments where trust, enjoyment and confidence are nurtured. I believe that such an approach enables students to thrive and reach their full potential.

References

Bergin, C. (2018). Designing a prosocial classroom. Norton.

Biesta, G. (2019). What kind of society does the school need? Redefining the democratic work of education in impatient times. Springer.

Hutchinson, J. (2021). Identifying pupils with special educational needs and disabilities. Education Endowment Foundation.