HIWS1: Build Relationships with Students

Effective teachers prioritise building positive relationships with students. These relationships play an important role in advancing student wellbeing and are a foundation for effective teaching and learning. They support teachers to use other HIWS. 

Strategy overview 

What is the strategy? 

Teachers build relationships through authentic efforts to get to know their students and their needs. Positive relationships are built through ongoing interactions, active listening and respect. When teachers show empathy, encouragement, and genuine care, they help build a student’s positive self-image and confidence. A positive teacher-student relationship occurs when students feel seen, understood, encouraged and respected. 

How effective is the strategy? 

Positive teacher-student relationships have a significant effect on student wellbeing. Positive teacher-student relationships support teachers to understand and enhance students’ wellbeing and learning needs. Strong teacher/student relationships support teachers to be a trusted adult which can significantly improve student attendance, learning and wellbeing outcomes. Building teacher-student relationships affects peer relationships, learning and school experience. 

Considerations 

Building positive teacher-student relationships takes time and commitment. When building these relationships, teachers need to consider the developmental stage of students, their learning and wellbeing needs, and the dynamics of the classroom. Students experience higher levels of wellbeing with teachers who help students feel safe, take the time to help them learn, and encourage questions. When a relationship is challenged, it is important that teachers lead a process of resolution with the student to restore trust and respect.

How do I implement the strategy? 

This strategy is demonstrated when the teacher: 

• Models the skills and attitudes of a respectful relationship (e.g., greets students and uses students’ names). 

• Listens supportively and actively to students. 

• Uses humour (but not sarcasm) to build connections with students. 

• Responds to students in an empathic and culturally sensitive way. 

• Maintains healthy professional boundaries (e.g., is not friends with students on social media). 

• Considers their body language when interacting with students (e.g., conveys warmth and acceptance with eye contact, smiles and/or appearing relaxed). 

• Considers how they move around the classroom and how they approach students (e.g., positions themselves beside a student rather than in front and does not stand over them). 

• Uses tools like entry/exit routines to check-in with students to determine how students are feeling, their readiness to learn and if additional supports are required in that lesson. 

• Has conversations to repair negative interactions and is prepared to apologise as part of this process. 

• Models respectful relationships through interactions with parents/carers. 

This strategy is not demonstrated when the teacher: 

• Puts down, belittles, or singles out students in a way that deliberately causes shame or embarrassment. 

• Emotionally escalates with the student rather than managing their response to help the student regulate. 

• Demands respect. 

• Does not show students how to do something or does not provide clarification when providing feedback. 

• Focuses on setting consequences without restoring the relationship. 

• Is oblivious to, or ignores, student cues and does not consider or adjust their response accordingly. 

• Oversteps or violates ethical or personal boundaries. 

• Only tries to build relationships with some students.

This strategy is demonstrated when the student: 

• Has at least one teacher they view as a trusted adult.

• Seeks out the teacher for informal chats.

• Is quickly and easily redirected back to work when offtask.

• Views their teacher as kind, clear, respectful and patient. 

• Accepts both positive and corrective feedback from the teacher. 

• Believes they are treated fairly and consistently. 

• Regularly attends school. 

• Can approach their teachers with problems or ask for help