Relational Practice: A Hertfordshire approach

Relational Practice in Hertfordshire Schools

Hertfordshire County Council has adopted a relational approach as its preferred model for supporting emotional wellbeing, behaviour, and inclusion in schools.

This relational approach is grounded on the understanding that positive relationships are central to learning, behaviour, and wellbeing. It encourages schools to:

• Prioritise connection over correction
• Use restorative practices to resolve conflict and repair harm
• Create safe, nurturing environments where all pupils feel valued and understood
• Promote collaborative problem-solving between staff, pupils, and families

This model supports a whole-school ethos of inclusion and emotional safety, empowering staff to respond to behaviour with empathy and consistency. It also provides a framework for early intervention, reducing the need for exclusion and improving long-term outcomes for children and young people.

The Three Pillars of Relational Practice

1. Developing relationships

• Proactive connection-building between staff and pupils.
• Creating a sense of belonging and safety through consistent, respectful interactions.
• Encouraging co-regulation and emotional literacy.
• Embedding relational language and modelling positive behaviour.

Positive behaviour begins with positive relationships. When children feel genuinely understood and connected, they are more likely to thrive and participate fully in school life.

2. Responding and calming

• Using attuned, calm adult responses to de-escalate situations.
• Recognising signs of emotional dysregulation and responding with empathy.
• Applying predictable routines and non-confrontational strategies.
• Prioritising emotional safety over immediate compliance.

All behaviour tells us something. When adults respond with calm and empathy, it helps pupils feel secure and supported, making it easier to de-escalate and reconnect.

3. Repairing and restoring

• Facilitating restorative conversations after incidents.
• Supporting pupils to reflect, take responsibility, and rebuild trust.
• Involving all affected parties in repairing relationships.
• Ensuring consequences are relational, not punitive.

Restorative practice focuses on rebuilding trust and understanding, rather than placing blame. It supports pupils to reflect, repair and grow from their experiences.

From April 2025, Hertfordshire County Council is working in partnership with HFL Education to deliver training and support for schools implementing this approach. For further information or to access training, please contact: relationalapproach@hfleducation.org

What is Therapeutic Thinking Hertfordshire?

Therapeutic Thinking Hertfordshire is a relational approach to positive behaviour management and is already well established in many of our education settings and services. The Therapeutic Thinking approach is based on the following principles:

• shared focus on inclusion of all children and young people within their educational settings
• a shared set of values and beliefs
• open and shared communication
• a shared commitment to diversion and de-escalation
• shared risk management
• shared reparation, reflection and restoration

Training dates

An overview of training dates for 2025-2026 is available:

Please contact HFL Education at relationalapproach@HFLEducation.org to enquire about future training dates and for booking enquiries.