Supporting positive pupil relationships: Research to practice

Positive peer relationships at school are linked to many positive and desirable pupil outcomes such as sound levels of academic performance, optimal levels of well-being and adult mental health. On the other hand social isolation or rejection at school are linked to a range of negative pupil outcomes such as lack of engagement, disconnection to school, absenteeism, being bullied, behavioural difficulties, drug usage, depression and anxiety and social difficulties as an adult. This paper provides an overview of the research literature about the importance of peer relationships for pupil well-being and reports on research conducted in 11 Australian Government schools with low incidences of bullying. In these 11 schools the four common factors that contributed to the development of a safe, caring and inclusive school culture were: (i) making pupil well-being a high priority; (ii) planning for a ‘relationship culture’ that focuses on the development of positive peer relationships; (iii) having an effective school leadership team that focused on whole school wellbeing and the personal growth of pupils; and (iv) incorporating an effective whole school behaviour management programme. This paper also provides a comprehensive discussion of a range of practical evidence-based whole-school approaches, classroom practices and individual support strategies that can facilitate the work of educational psychologists in helping school communities to build positive relationships.