1.3 Describe ways the practitioner can build and maintain professional relationships with children, young people and adults

This guide will help you answer 1.3 Describe ways the practitioner can build and maintain professional relationships with children, young people and adults.

Professional relationships in a school or learning environment need trust, respect and clear communication. The role of the practitioner involves engaging with children, young people and adults in ways that promote safety, inclusion and positive interaction. Each group has different needs and expectations, so the approach must be appropriate for their stage of development and situation.

A strong professional relationship helps learning, creates positive behaviour, and supports emotional wellbeing. It is based on boundaries, consistency and understanding of roles.

Relationship Building with Children

Children respond best when they feel safe and valued. Building trust starts with reliability and fairness. They notice if you listen to them, treat them with respect, and follow through with promises.

Ways to build relationships with children include:

• Greeting them warmly each day
• Learning and using their names correctly
• Listening attentively and showing interest in their ideas
• Giving praise for effort and achievement
• Using positive body language such as smiling and nodding
• Being consistent with rules and expectations

Developing positive relationships means giving clear instructions and encouraging questions. Children should feel confident to come to you for help without fear of judgement. When behaviour management is needed, it should be calm and fair, focusing on explaining the impact of actions rather than punishment.

Maintaining Professional Boundaries with Children

Children will often want to share personal details or seek special attention. It is important to maintain boundaries so they understand the difference between a friend and a professional supporter. This avoids favouritism and protects both the child and the practitioner.

Maintaining boundaries can involve:

• Not sharing your own personal problems with the child
• Keeping communication appropriate and related to learning or school topics
• Avoiding private meetings without another adult present
• Upholding safeguarding procedures at all times

Clear boundaries can still feel warm and supportive. The child must know you care about them but that your role is to guide, support and help them learn.

Relationship Building with Young People

Young people are developing independence and identity. They may challenge authority or be influenced by peers. Respect becomes more important in these relationships. Treating them as individuals and recognising their opinions builds trust.

Ways to build relationships with young people include:

• Treating them as young adults rather than children
• Listening without interrupting
• Discussing ideas rather than giving orders
• Acknowledging their efforts and achievements
• Offering choices so they can take responsibility
• Being consistent in how you treat them

Young people value honesty. If you cannot do something they have asked for, explain why. They respond well to clear expectations matched with fair treatment.

Supporting Emotional Wellbeing in Young People

This age group may face academic pressure, changing friendships and family challenges. A practitioner can help by showing patience and empathy. Being available to talk, keeping information confidential and respecting their privacy strengthens the relationship.

Support might involve:

• Offering quiet space when they feel stressed
• Encouraging peer support through group work
• Recognising signs of anxiety or low mood and referring to pastoral staff

Good relationships help them feel secure enough to discuss problems before they escalate.

Relationship Building with Adults

Adults in the education setting include parents, carers, teachers, support staff and external professionals. These relationships need respect, professionalism and open communication.

Ways to build relationships with adults include:

• Communicating clearly and politely
• Listening carefully to concerns or suggestions
• Meeting agreed deadlines for tasks or reports
• Being honest and transparent in dealings
• Respecting their expertise and contributions

Parents and carers need to feel included in their child’s learning. Keeping them informed through meetings, emails or phone calls builds trust. Collaboration with colleagues depends on mutual support and shared goals.

Maintaining Professional Boundaries with Adults

Some adults may want more informal contact or discussions outside the work context. Boundaries protect professional integrity and the organisation’s reputation.

Ways to maintain boundaries include:

• Keeping communication within agreed channels such as email or official meetings
• Avoiding workplace gossip
• Respecting confidentiality of pupils and staff
• Not sharing personal opinions that could affect professional relationships

A professional tone in conversation and written communication shows reliability and respect.

Communication Skills

Clear communication is a foundation for all professional relationships. It involves speaking, listening, and understanding non-verbal signals.

Good communication practices are:

• Using plain language without jargon
• Listening to the full message before replying
• Checking understanding by asking questions
• Watching body language for signs of confusion, discomfort or agreement
• Matching speech with an appropriate tone and pace

Adapting communication to the audience is important. Younger children may need simpler words. Young people might prefer a more conversational style. Adults may want detail and evidence.

Respect and Equality

Treating everyone fairly builds trust across all groups. This means giving the same attention, courtesy and opportunities regardless of background, culture or ability.

Ways to show respect and promote equality include:

• Avoiding stereotypes in language or actions
• Valuing different cultures and traditions
• Adapting learning activities for those with additional needs
• Listening to all voices in group discussions

When people feel valued, relationships grow stronger and learning improves.

Trust and Reliability

Trust takes time to build but can be lost quickly. Being reliable shows that you can be depended on.

How to be reliable:

• Turn up on time for lessons and meetings
• Complete tasks by agreed deadlines
• Keep promises and commitments
• Follow through with any support offered

If things change, let others know promptly so they are not left uncertain.

Conflict Handling

Conflicts can arise between children, young people or adults. A professional approach is calm and fair.

Steps for handling conflict:

• Listen to all sides without bias
• Avoid raising your voice
• Focus on solving the problem rather than placing blame
• Agree on actions that all parties are happy with
• Follow school procedures for recording incidents if needed

By modelling respectful conflict resolution, you set a good example for others.

Confidentiality

Protecting personal information builds trust with children, young people and adults.

Key points for confidentiality:

• Keep records secure and accessible only to authorised staff
• Avoid discussing personal information in public spaces
• Share information only when required by safeguarding policy or law
• Explain to individuals how their information will be used

When confidentiality is handled correctly, people feel safe to share concerns and needs.

Collaboration and Teamwork

Working with others in the learning environment improves support for children and young people.

Ways to encourage teamwork:

• Offering help when colleagues are busy
• Sharing resources and ideas
• Coordinating support so pupils receive consistent guidance
• Attending meetings and contributing constructively

Good teamwork with adults creates a positive atmosphere for pupils.

Professional Conduct

Professional conduct means behaving in a way that reflects well on yourself and the organisation.

Examples are:

• Dressing suitably for the role
• Being polite to everyone
• Following organisational policies and codes of conduct
• Avoiding gossip or negative talk about others
• Keeping focus on the needs of learners

Consistent professional behaviour strengthens all interactions.

Active Listening

Active listening shows the person that you value what they have to say.

Techniques include:

• Making eye contact
• Nodding or using short verbal cues such as “I understand”
• Repeating key points back to check understanding
• Avoiding distractions while they speak

Active listening works with children, young people and adults and helps build respect and trust.

Adaptability

Different situations require different approaches. Children may need more guidance. Young people might want space to make their own decisions. Adults often appreciate a collaborative style. Adjusting the approach keeps relationships strong.

Examples:

• Changing communication style for different age groups
• Adapting teaching methods for specific learning needs
• Flexing schedules to accommodate important events or issues

Adaptability shows that you are willing to work in a way that benefits everyone involved.

Consistency

Consistency in behaviour, rules and expectations helps people feel secure. Children and young people especially rely on knowing what is expected.

Ways to stay consistent:

• Apply rules the same way for all pupils
• Keep to the same routines unless changes are clearly explained
• Respond to behaviour in a fair and predictable manner

Consistency supports trust and respect.

Positive Reinforcement

Recognising effort and achievement encourages people to repeat positive behaviour.

Examples:

• Simple verbal praise such as “Good work”
• Stickers or certificates for children
• Written notes of thanks for colleagues
• Public recognition of success at assemblies or meetings

Positive reinforcement builds motivation and strengthens relationships.

Cultural Awareness

In a diverse learning environment, understanding different cultures and backgrounds builds trust.

Practices that help include:

• Learning about festivals and customs of pupils and families
• Avoiding assumptions based on ethnicity or religion
• Making learning materials inclusive
• Respecting dietary, clothing or language needs

Cultural awareness reduces misunderstandings and promotes inclusion.

Following Safeguarding Procedures

Maintaining professional relationships means protecting the welfare of children and young people. Safeguarding rules set out how to respond to concerns.

Good safeguarding practice involves:

• Reporting any concerns to designated staff
• Recognising signs of abuse or neglect
• Keeping accurate records of incidents
• Avoiding promises of secrecy when a child discloses sensitive information

These actions protect both the individual and the professional relationship.

Final Thoughts

Building and maintaining professional relationships in a learning environment is about trust, respect and communication. Children, young people and adults all need to feel valued and listened to. Your actions, words and behaviour directly influence the strength of these relationships.

When you show consistency, reliability and empathy, you create positive connections that support learning and wellbeing. By keeping clear boundaries, adapting to different needs, and working with honesty, you can maintain relationships that stay strong over time. This benefits the individuals you work with and the overall environment in which learning takes place.