Sharing EP Practice: Using the Establish, Maintain, Restore Model to Build Positive Relationships in Educational Settings

Emma Martin, Educational Psychologist, employed by E-ACT Multi Academy Trust shares an approach she used to support school staff to build effective relationships with pupils considered most difficult to connect with. 

 

As psychologists we are in the business of relationships. Educational psychologists talk about the importance of positive relationships, often when discussing behaviour within schools. Over the past couple of years I have been working alongside my schools to help them develop their approach to behaviour to focus on a relational approach as opposed to a more traditional approach of rewards and sanctions based on behaviourism. The EEF document Improving Behaviour in Schools was useful in shaping this work and this is where I first came across the Establish, Maintain, Restore Model.

What is the EMR Model?

EMR is a framework that focuses on staff building effective relationships with pupils. It divides relationships into three stages: the Establish Stage, the Maintain Stage and the Restore Stage. The model focuses intentionally on the children with whom it might be most difficult to connect with. These pupils may well be the ones who will benefit most from a consistent, positive relationship with a trusted adult. School staff can use the EMR to help them think about the children they work with and the stage of their relationship with each one.

The first stage, Establish, focuses on the things we can intentionally do to build trust and connection with each child. Examples might include finding out about a pupil’s interests or positive communication such as validation and affirmations. If we identify a child as being at this stage then we have not yet formed a solid relationship with them.

The second stage, Maintain, the focus is to keep having positive interactions to try and stop the quality of the relationships diminishing over time. Practical examples might include check-ins and positive notes or calls home.

The third stage, Restore, is about being aware of relationships where there has been a negative interaction and repair to that relationship is needed. Ways to help restore a rupture in a staff-pupil relationship could include communicating empathy, letting go and starting each day afresh or engaging in problem solving together. Dr Bruce Perry’s 3 Rs can be helpful here – Regulate, Relate, Reason.

 

How can you use EMR in schools?

EMR can be used as a stand alone model for example by an individual member of staff who is keen to shine a light on the relationship they have with pupils and which ones may need more time and effort to develop. This might be useful, for example, if you were looking at behaviour within a particular class. It can also be used as a whole school approach. Each of the schools I work with received a package of support to develop a relational approach to supporting behaviour and social, emotional and mental health needs, including consultation with SLT, ‘behaviour walks’ and staff training. Training on EMR was delivered alongside training on behaviour as communication, restorative justice and emotion coaching.

The training was delivered in staff meetings and enough time was given to introduce the model, allow staff to map out their classes against each of the three stages and to come back together to give feedback and share next steps. We agreed that initially staff would identify 2 children either in the Establish or Restore phase and would spend two weeks focusing on those pupils, implementing one or two strategies to either develop connections or repair a rupture. This nature of this focus would depend on individual situations. For example, one teacher decided to spend 5 minutes at the start of each lunch time with a particular pupil visiting the guinea pigs that lived in another classroom, another teacher decided to focus on restorative practices. After two weeks, staff reviewed their lists and selected new focus pupils. SLT were on hand to support staff in implementing the model. A follow up staff meeting using solution circles was a good way to review as a staff team how they were finding the use of the model.

 

 

Why is the this a useful model?

The EMR can help break the art of relationships down into manageable steps. Staff fed back they liked the simplicity of the model and the fact it does not place huge time demands on them, only around 30 minutes a week. Many also said it was time they were already using anyway but the model helped them to ensure they weren’t ‘missing’ any children, whilst also feeling more effective in their interactions with pupils. The EMR Model fits nicely with the ‘banking time’ concept. This is the idea that relationships are a resource and that by ensuring there are positive interactions you are ensuring that the relationships provides support or ‘capital’ that can be drawn upon when situations are more challenging or stressful. Developing positive teacher-pupil relationships can impact on classroom management, attainment and motivation – all great reasons to prioritise investment!

 

 

Want to share good practice??

If you want to share a project, an approach or intervention you've recently used within your practice, we'd love to hear from you. Please contact us on [email protected]