Research consistently shows the benefits of close, caring relationships between children and adults in early years and school settings, though these are often overlooked in professional practice. Such relationships help children settle into new environments, form further attachments, and make stronger progress in language, reading, and grammar. They are also central to trauma-informed practice.
Advances in understanding brain development and the long-term effects of adverse childhood experiences further emphasise the importance of relational approaches. Having an emotionally available adult before age eighteen can buffer the impact of trauma. In educational contexts, positive relationships can provide this protective role, offering a secure base for learning and development while shaping children’s expectations of trust in others. However, some children who most need this support may resist forming relationships due to past experiences. Without a systematic approach to ensuring every child is supported through positive connections, these children risk being overlooked.
This session introduces a simple relationship-mapping tool that supports reflection and practice. It allows practitioners to consider their feelings towards children, track how relationships develop over time, and identify those who may remain emotionally distant. The tool can also reveal patterns—such as differences related to gender—that might otherwise go unnoticed. Participants will have the opportunity to create a map for the children they work with and explore how it can strengthen their own relational practice and that of their team.