Building and strengthening positive relationships to foster engagement

Three RTLBs in south-east Auckland have been exploring what drives student engagement and attendance – and how teachers can make a powerful difference by focusing on relationships and connection.

As part of their Postgraduate Diploma in Specialist Teaching (Learning and Behaviour) through Massey University, Resource Teachers: Learning and Behaviour (RTLB) Kim Timmins, Libby Banks and Emma Johnson were tasked with investigating a local issue through community-based practice. Their chosen focus: student engagement across south-east Auckland.

“We began by wondering what’s really driving disengagement and the lack of attendance we’re seeing across Aotearoa,” they explain.

“Through our research – which included national and international studies, as well as perspectives from local schools – we found that improving engagement can significantly improve attendance.”

The answer, again and again, came back to relationships. A growing body of evidence points to the central role of meaningful teacher-student connection in fostering engagement.

Why relationships matter

In one study by Zepke et al. (2010), more than 90 percent of students surveyed said the teacher had a high impact on their engagement. The Growing Up in New Zealand reinforced this, spotlighting the importance of studentteacher relationships as a key factor in overall wellbeing and motivation.

“Relationships were a central theme; this was identified as something that kaiako could be upskilled in with strategies to ensure that they were connecting with all the mokopuna and creating a sense of belonging and connection. All of this leads to greater wellbeing, which in turn leads to increased engagement.”

While external factors such as socioeconomic stress, mental health challenges and transience can influence engagement, the researchers argue that teachers can still make a significant impact.

They explored engagement through four dimensions – behavioural, emotional, cognitive and agentic (Gibbs & Poskitt, 2010; Bundick et al., 2014; Hargraves, 2020) – and found that all are within a teacher’s sphere of influence when the right relationships and strategies are in place.

“One of our voices spoke about the importance of each child having an advocate, someone who they can really relate to and who knows the child as a whole. As a result, the evidence suggests that developing strong relationships with the learner is the most critical factor in motivating and engaging students.”

Strategies that make a difference

Their research highlighted a range of evidence-based practices that teachers can implement to strengthen relationships and, in turn, improve both engagement and attendance.

These include knowing the learner deeply, creating a sense of belonging, using mana-enhancing practice, setting high expectations and giving students a sense of voice and agency in their learning.

Understanding each student’s background, interests and aspirations is foundational. Activities like a ‘Letter to My Teacher’ at the start of the year – where students share their home life, hobbies, learning preferences and goals – can give teachers valuable insights that foster deeper connection and more personalised teaching.

Check-ins are another powerful strategy. “When my teacher listens to me and helps me with my work, it makes me feel confident and happy to learn,” shared one student, quoted in Hargreaves (2020).

A consistent five-minute weekly conversation about what a student is proud of, how things are going at school and at home and what they need to succeed can help students feel seen, supported and heard.

Inclusion and representation also matter. “Are all of your students represented in the fabric of the classroom?” the RTLBs ask. “Can they see and recognise themselves in what you are doing?”

Ensuring students feel that their language, culture and identity are valued is vital to creating a sense of belonging and motivation to engage.

Mana-enhancing practice helps uphold dignity in every interaction. If a student is struggling, a quiet check-in based on curiosity helps maintain trust and connection – such as, “Hey, I noticed it was tricky to focus today. How can I support you better tomorrow?”

High expectations can become self-fulfilling. Teachers who show belief in each learner’s potential help students believe in themselves. Co-constructing goals and tracking progress builds momentum and motivation.

Emotionally safe classrooms – where students feel cared for and encouraged – are essential for engagement.

Establishing shared expectations, giving specific feedback and recognising acts of support help nurture a culture of awhi and trust. Students are also more engaged when they have input and choices in their learning, whether that’s how they present their work or which topics they explore.

Home-school partnerships further strengthen engagement. Tools like a ‘Knowing My Child’ survey early in the year can open communication and align goals between kaiako and whānau. Ongoing positive contact helps maintain trust and keeps everyone on the same page.

Finally, relevant and purposeful learning makes learning meaningful. Connecting units to local or real-life issues gives students a clear ‘why’ – helping them link classroom learning with their values and communities.

Helping students feel they belong

“There are many challenges that affect student engagement,” reflect Kim, Libby and Emma, “but what we learned through our research is that teachers can still make a huge difference.

“One of the most powerful things a teacher can do is to see a student not just as a learner, but as a whole person.

“When students feel known and valued, they’re more likely to show up, take part and try their best.”

It’s not about dramatic interventions or flashy programmes.

“Building strong relationships starts with the small things. A smile. A kind word. A conversation. A belief that every learner has something to offer.”

By putting relationships at the centre, kaiako can not only improve attendance and engagement – but create a classroom where every student feels they belong.

Mā te huruhuru ka rere te manu. Adorn the bird with feathers so it may soar.