Theory / Rationale
� Struggling students learn best from teachers they like and respect ( Fay & Funk , 1995 ).
� Positive student outcomes flow from strong teacher-student relationships based on teacher empathy , warmth , genuineness , encouragement of critical thinking , and secure attachment ( Cornelius-White , 2007 ).
� Unconditional positive regard facilitates an environment where the student feels valued regardless of their presenting behaviours , affect , or cognitions – a relationship described as ‘ warm and caring ’ is not possessive and does not demand personal gratification for the teacher or carer ( Rogers , 1961 ).
� The concept of intersubjectivity refers to the adult ’ s active presence in the psychological and regulatory development of a child ( Hughes , 2004 ).
� Attached relationships serve as co-regulatory experiences for struggling students ( Schore & Schore , 2008 ).
� Relational density refers to the amount or dose of attachments that contribute to a child ’ s healthy development within a strong relational milieu ( Ungar & Perry , 2012 ).
� Active constructive responding refers to relational strategies employed to help others capitalise on their good news or good fortune ( Gable et al ., 2004 ).
Campus Examples � Staff actively model healthy relational interactions . � Teachers proactively plan transitions and changes to student routines .
� ‘ What Went Well ?’ strategy is used in both staff and student meetings ( Fox Eades , 2008 ).
� Restorative practices . � Morning circle , including daily check-ins and empathy development . � Greeting each student every day in a welcoming and warm manner .