Teachers’ perspectives and experiences of applying the TPSR model as a whole-of-school relational approach

As an intentional act of care, teaching can foster social change, especially when teachers remain responsive to relational interactions in daily school practice. This study explored whether and how the TPSR model can influence positive interactions by supporting relational pedagogies across a school context. A yearlong whole-school TPSR intervention was implemented through participatory action research, involving six generalist teachers (Grades 1–6), the physical education teacher, and the principal of the same primary school. Participants engaged in consecutive cycles of planning, acting, observing, reflecting over three distinct phases (September to May). Data were produced through lesson plans, participants’ TARE reflection sheets, meeting notes and critical friend journals, the principal’s diary of classroom life and semi-structured interviews held at the end of the study. Data were analysed via a social pedagogy lens, following the six phases in thematic analysis identified by Braun and Clarke. Findings can suggest that a whole-school TPSR intervention can facilitate positive interactions with an adaptive, mobilising, and democratic potential. These findings highlight the need to support teachers in implementing TPSR as an approach that creates spaces for relational learning and re-engaging young students with schooling.