Building Positive Student Relationships as a Support Worker

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Support Worker Strategies: Building Positive Student Relationships

Introduction

When people think of support workers, they may assume they all work in the health and social care sector. While many do, some specialise in education and assist and support students and teachers in educational settings, such as schools, colleges and universities.

Some students face barriers to accessing traditional learning environments and materials. They may have some emotional and behavioural challenges, mental health issues, learning difficulties, sensory impairments or disabilities. In schools in England alone, over 1.6 million pupils have special educational needs (SEN), and many require SEN support (GOV.UK).

Support workers enable students to access education and have the same opportunities as others. They also help to create an inclusive and supportive educational environment. A fundamental aspect of their role is building positive relationships with students, which can significantly impact student success and well-being for the following reasons:

  • It can improve students’ academic performance due to increased participation, motivation and engagement.
  • It can contribute to students’ emotional well-being and positive behaviours, as it helps them to feel supported, understood, included and valued.
  • It can lead to improved social skill development through positive interactions.
  • It can boost students’ self-esteem, confidence and resilience, bringing lifelong benefits.

This blog post offers practical advice and strategies to help support workers build and maintain positive relationships with students in educational settings.

Understanding the Role of a Support Worker

A support worker has many responsibilities and can face challenges when working with students.

Key Responsibilities

Support workers in educational settings play a crucial role in ensuring that students receive the necessary support to thrive academically, socially, and emotionally and create an inclusive and supportive learning environment. Here is an overview of their key duties and responsibilities (this list is not exhaustive):

  • Classroom support – they assist teaching staff with delivering the curriculum and may prepare teaching resources, help organise and manage the classroom and ensure the learning environment is safe.
  • Individualised support – they provide one-to-one and tailored support to students with special educational needs (SEN) or those requiring additional help with their studies during lessons. They may also help with adapting learning materials and assistive technology.
  • Group support – they may help facilitate group activities to reinforce learning and ensure all students are engaged.
  • Emotional support – they provide emotional and social support to students, helping them build confidence and self-esteem.
  • Behavioural management – they help manage classroom behaviour, implement behaviour support plans and promote positive behaviour.
  • Monitoring progress – they may track and assess student progress and provide feedback to teachers.
  • Administrative tasks – they may assist with administrative duties, such as record keeping, communicating with internal and external stakeholders and managing resources.
  • Social inclusion – they promote social inclusion through encouraging communication, building positive relationships and helping students develop social skills.
  • Extracurricular activities – they may assist in planning activities and school events and supervise students to ensure their safety and well-being.
  • Personal care – they may help some students who require assistance with their physical needs and hygiene.

Providing academic, emotional, and social support to students is crucial for their overall development, success and personal growth:

  • Academic support can help students increase their understanding of learning materials and improve their academic performance and educational goals.
  • Emotional support can help students manage stress, anxiety and other emotional challenges, thus helping them build self-confidence, self-esteem and resilience.
  • Social support can assist students in developing social skills, building healthy relationships and navigating social situations, which can help them feel more connected.

Challenges Faced by Support Workers

Support workers will encounter many challenges when building relationships with students. Here are some examples of common ones:

  • Diverse needs – students have various backgrounds and will have different needs, such as academic, social and emotional. It can be demanding tailoring support to meet each student’s unique needs.
  • Communication barriers – it can be hard to interact, connect and build relationships with students if there are different communication styles and cultural backgrounds, language barriers and non-verbal cue differences.
  • Emotional and behavioural issues – if students have emotional or behavioural problems, they may find it hard to engage with or trust support workers. It can also be tricky navigating these behaviours while maintaining a positive relationship.
  • Time constraints – support workers typically have many responsibilities and tight schedules, which can limit the time they spend with each student, thus making it harder to foster individual and meaningful connections.

It is crucial to overcome these challenges to foster a positive learning environment. When students feel connected, supported, valued and respected, it can:

  • Enhance their engagement in learning and success, as it creates a safe and supportive environment without judgment.
  • Promote their emotional well-being by helping them manage their emotions, cope with setbacks and develop resilience.
  • Create an inclusive environment and a sense of belonging.
  • Facilitate effective communication, thus making it easier to provide personalised support and address students’ unique needs.
  • Support social skill development through teamwork and collaboration, which is invaluable for their future.

Overall, it will foster trust, build positive relationships and help support workers provide more effective support.

Establishing Trust and Rapport

Support workers should establish a foundation of trust, build rapport with their students and be consistent and reliable.

The Foundation of Trust

Trust is a cornerstone in the relationship between a support worker and a student. Building a foundation of trust is essential for effective support and guidance for the following reasons:

  • When students trust their support workers, they are more likely to feel safe and comfortable about speaking about their needs and challenges and expressing their thoughts and emotions. It helps support workers provide more tailored support.
  • It creates a safe and supportive environment where students feel respected, valued and understood, thus encouraging them to engage more in their learning and support.
  • Students are more likely to follow support worker’s guidance and their support plans if there is trust in the relationship, which can lead to better academic performance and personal growth.
  • Trust can enhance communication, especially when support workers show empathy and understanding. Students are more likely to open up and be honest.

Here are some techniques that can help establish trust:

  • Get to know students – learn about their needs, interests, strengths and challenges and tailor support. It demonstrates genuine interest, attentiveness and care.
  • Consistency – be consistent in communications, expectations and actions. It will help students to know what to expect and feel secure.
  • Reliability – follow through on promises and commitments, as it demonstrates reliability, dependability and credibility.
  • Confidentiality –  if students share something personal, respect their privacy and keep it confidential unless it needs sharing for safety reasons.
  • Communication – communicate clearly, honestly and openly with students, actively listen to their concerns, provide constructive feedback and respond thoughtfully.
  • Empathy and understanding – show empathy towards students and understand their perspectives, experiences, and challenges, as it can foster strong connections.
  • Inclusive classroom – create a supportive and inclusive environment by encouraging interactions and mutual respect among students. It will help them feel a sense of belonging, respected and valued.

Building Rapport with Students

Support workers should actively listen to their students and demonstrate empathy, as they play a vital role in building rapport.

Active listening – involves fully concentrating, understanding, responding, and remembering what the other person is saying. It goes beyond just hearing words; it is about engaging with the speaker and showing genuine interest.

  • When support workers actively listen to their students, it demonstrates they care about what they are saying and value their thoughts and feelings.

Empathy – involves understanding and sharing the feelings of another person. It is about putting yourself in their shoes and seeing the world from their perspective.

  • When support workers demonstrate empathy to students, it enables them to connect with them emotionally, making them feel understood, valued, comforted and supported. It also encourages students to open up and communicate if they feel their support worker empathises with them.

When support workers combine active listening and empathy, it creates a strong foundation for building rapport.

Connecting with students on a personal level and building rapport while maintaining professional boundaries is crucial for fostering a positive and productive learning environment. Here are some strategies to help achieve this balance:

  • Clearly define and communicate boundaries early – regarding availability, preferred communication methods, the type of support provided, behaviour and other boundaries. It will help students understand what is acceptable and unacceptable.
  • Actively listen – demonstrate a genuine interest in what students say and their experiences, interests, hobbies and goals. It can make them feel heard and understood and that someone cares about them and their well-being.
  • Be approachable and friendly – make students feel welcome and comfortable by adopting a friendly and positive demeanour, but remain professional by not being overly familiar or invading their personal space.
  • Be consistent and fair – maintain consistency with all students to ensure respect and fairness, including when enforcing rules and expectations.
  • Provide positive reinforcement – give students encouragement, rewards and constructive feedback for their achievements and efforts to help them grow academically and personally.
  • Be empathetic and understanding – empathise by acknowledging and understanding their situations and feelings. However, do not become overly involved and maintain a professional distance.
  • Be professional with self-disclosure – share appropriate personal experiences to help students relate, but be careful not to share too much information. Keep all communications professional.

Consistency and Reliability

Support workers should provide a consistent and reliable presence in students’ lives. It lets students know they can count on them to be dependable and fair, making them more likely to open up and engage in their learning. It also provides them with a safe, stable and supportive environment where they know what to expect, thus reducing stress and anxiety.

Regular check-ins and following through on commitments are essential practices for building trust and rapport between support workers and students, as they:

  • Demonstrate to students that support workers are consistently available, reliable and accountable.
  • Provide students with an opportunity to regularly discuss their needs, feelings, concerns and challenges, thus encouraging open communication.
  • Allow support workers to keep up-to-date on their students’ needs and challenges so they can provide better and more timely assistance and adjust support where needed.
  • Help support workers monitor students’ behaviour and identify any changes or issues, thus providing early intervention and support and preventing escalation.
  • Empower students to take ownership of their own progress, as they will know they have support.

Effective Communication Strategies

Support workers must communicate effectively with students to build positive relationships, which they can achieve through active listening, open and honest communication and non-verbal communication.

Active Listening

Active listening is a vital skill that support workers should have to communicate effectively with students. Here are some effective techniques:

  • Be fully present, give them full attention, avoid distractions and focus entirely on them.
  • Use appropriate non-verbal cues, e.g. eye contact, smile, nod, leaning slightly forward and open posture, to demonstrate interest and engagement.
  • Avoid interrupting and let them finish before responding.
  • Ask open-ended questions to gain more information rather than questions with yes or no answers, e.g. Can you tell me what you are having difficulty with?
  • Paraphrase, i.e. repeat what they said and use your own words to show understanding.
  • Acknowledge their feelings and emotions, e.g. I understand how you feel.
  • Summarise what they said to understand correctly.
  • Empathise with them by acknowledging their feelings and experiences and validating their emotions, e.g. I can see why this is difficult for you.
  • Use verbal affirmations, such as simple words, e.g. I understand.

It is important to validate students’ feelings and concerns, as it helps them to feel heard, valued and understood, which can help foster positive relationships between them and their support workers and is essential for their emotional well-being. It also reduces stress and eases tension when their emotions are acknowledged, and they are more likely to engage in their learning when they feel accepted and respected.

Open and Honest Communication

Communicating openly and honestly with students while being age-appropriate and respectful is crucial for building trust and fostering a positive learning environment. Here are some strategies support workers can use:

  • Speak clearly and use words and phrases suitable for the student’s age and comprehension level.
  • Use visual aids, digital tools and activities where appropriate to promote communication.
  • Avoid vague language, jargon and complex terms, as it can confuse.
  • Ask the student to repeat what they have understood to ensure clarity.
  • Actively listen, pay attention to what students say and show genuine interest using appropriate non-verbal cues and verbal affirmations.
  • Be honest about what is achievable, and do not make promises that cannot be kept.
  • Encourage students to ask questions and express their thoughts and feelings.
  • Be consistent in communication to enable students to know what to expect.
  • Provide encouragement and supportive feedback and be empathetic.
  • Respect students’ privacy and keep their personal information confidential unless there are safety reasons for sharing.
  • Create an inclusive and supportive environment where students feel comfortable and safe to express themselves without fear or repercussions.

Transparency is vital to build trust between support workers and students and develop positive relationships. When support workers are open and honest about their intentions, actions and decisions, it:

  • Fosters a sense of reliability and safety when students feel more secure, valued and respected.
  • Helps students to feel more engaged in their education and confident in the learning process.
  • Makes expectations clear, which helps students understand their strengths and areas of improvement.

Non-Verbal Communication

Non-verbal communication involves transferring and receiving information without using spoken language or words. It includes body language, facial expressions, posture, tone of voice and gestures.

According to the British Council:

“Communication is seven per cent verbal and 93 per cent non-verbal. Of the non-verbal communication, 55 per cent is body language and 38 per cent is tone of voice.”

Body language, facial expressions, and tone of voice significantly impact communication and how messages are perceived and understood. These non-verbal cues often work in conjunction with verbal communication to provide more understanding of the message.

Support workers should use non-verbal communication to reinforce positive relationships. Here are some tips:

  • Observe the non-verbal cues of the students to understand their needs and feelings.
  • Maintain eye contact to demonstrate engagement and interest.
  • Pay attention to tone of voice, as it can convey many emotions. It should match words to avoid misunderstandings.
  • Use open body language, i.e. keep posture open and relaxed and avoid crossing arms and legs, as it can appear defensive and unapproachable.
  • Smile genuinely to convey friendliness and make students feel comfortable and valued.
  • Subtly mirror the student’s body language to form a connection.
  • Nod to demonstrate listening and use appropriate facial expressions to convey empathy and understanding.
  • Use appropriate touch where a student has given consent, e.g. light touch of the hand, arm or shoulder, to show support. Always be mindful of personal boundaries.
  • Use appropriate hand gestures to help emphasise points.
  • Respect students’ personal space. Getting too close can invade their personal space, and being too far away can appear disinterested. Ask them if they feel comfortable with the distance.
  • Be aware of cultural differences, as cues may vary significantly.

Tailoring Support to Individual Needs

Support workers should understand student diversity, provide personalised support and be flexible and adaptable in their approach.

Understanding Student Diversity

Students are unique individuals with diverse backgrounds, abilities and needs, and it is important to recognise and respect this for the following reasons:

  • It can help provide tailored support and adapt to students’ needs, thus enhancing their engagement and improving their academic achievement (Caingcoy, 2023).
  • It promotes an inclusive and supportive environment where everyone feels welcomed, valued and respected, which can enhance student well-being. Ellis (2024) has further information on cultivating inclusion here.
  • It helps challenge and reduce stigma, stereotypes and discrimination and breaks down barriers that hinder learning, progress and achievement.
  • It ensures that every student, regardless of their background, abilities and challenges, has equitable access to learning opportunities and helps to level the playing field.

Support workers must approach students with different learning styles, cultural backgrounds and emotional needs in various ways, which they can accomplish by:

Different learning styles – support workers should understand that students have various learning styles and should tailor support accordingly, for example:

  • Visual learners – use written instructions, diagrams, pictures, charts, videos and images.
  • Auditory learners – introduce discussions, lectures and audio materials.
  • Kinaesthetic learners – provide hands-on activities and movement-based tasks.
  • Twinkl has further information on the different types of learners here.

Cultural backgrounds – learn about various cultures by encouraging students to share their experiences and demonstrate respect and empathy for all cultural backgrounds. Consider integrating diverse perspectives and materials in support and provide language assistance, such as interpreters and translated resources – where necessary.

Emotional needs – be attentive to students’ emotional and mental health and well-being and provide guidance and encouragement to help them build confidence and resilience. Also, create a safe and welcoming environment where students feel comfortable expressing themselves and signpost to other support services and resources where needed.

Personalising Support

Support workers should personalise support to students’ unique needs and preferences. Some strategies to accomplish this include:

  • Personalised attention – work with students individually or in small groups to assist with any challenges and customise support to align with their strengths and areas for growth.
  • SEND support – customise support to include students with special educational needs and disabilities (SEND) and ensure they can reach their full potential within the classroom.
  • Lesson planning and preparation – collaborate with teachers on lesson planning and preparation to ensure teaching methods, learning materials, and classroom environments meet students’ learning styles and needs.
  • Feedback – provide regular feedback to teachers about any student issues and challenges, their progress and any other insights. It can help teachers adjust their teaching methods and learning environments accordingly.
  • Regular assessments and reviews – continuously assess and review students’ needs and adapt as their circumstances and preferences change.

Some examples of personalised approaches support workers can adopt are as follows:

  • One-on-one sessions – personalise instruction to students who require additional help and support. For example, they may need further assistance in specific subjects or aspects of their behaviour.
  • Tailored learning plans – support workers can help develop and implement personalised plans by setting specific, measurable goals based on each student’s unique interests, strengths, abilities, challenges, and learning pace. An example of such plans is Individual Education Plans (IEPs) for students with SEN.
  • Specific interventions – some students may have physical, mental or emotional health, learning or behavioural issues. Support workers can use targeted strategies to help students address these specific challenges, e.g. if they are struggling with reading comprehension, they could support them through specialised reading tools or programs.

Flexibility and Adaptability

Support workers must be flexible in their approach, as students’ needs may change over time, and being adaptable will help them to respond effectively to these changes. It enables them to tailor their support to better meet students’ needs and circumstances, which can enhance their outcomes and well-being. It also helps them deal with unexpected situations and challenges and ensures their support is continuous and effective.

An essential aspect of being flexible is adapting strategies based on feedback and ongoing assessment, and support workers can achieve this by:

  • Gauging student understanding and adjusting approaches or introducing new strategies accordingly.
  • Analysing and incorporating feedback to refine support, e.g. if a student is struggling with a specific aspect of their learning or behaviour, revisit that area and try different approaches.
  • Reflecting regularly on practices and support and identifying what is working well and what needs improvement.
  • Look for additional resources that can aid in enhancing support.
  • Incorporate technology and tools to track student progress, personalise learning experiences and make informed decisions.

Encouraging Student Autonomy and Confidence

Support workers should encourage students to be autonomous and confident, which they can do by promoting independence, building self-esteem and confidence and empowering them.

Promoting Independence

Independence is an important life skill that fosters self-reliance, promotes confidence and self-esteem and allows individuals to feel they have control over their lives. Support workers are vital in supporting independence in students by encouraging them to take ownership of their learning and personal growth. Here are some techniques they can use to achieve this goal:

  • Foster positive relationships with students built on trust and respect to make them feel valued and understood and increase the likelihood of them taking ownership of their learning.
  • Provide students with choices about their learning activities and level of support to give them a sense of responsibility and promote engagement.
  • Encourage students to see challenges as opportunities to grow and learn to foster a growth mindset.
  • Collaborate with students to set clear Specific, Measurable, Achievable, Relevant and Time-bound (SMART) goals to enable them to understand what they are working towards and provide a sense of direction.
  • Acknowledge and reward students for taking initiative and showing responsibility, as it can boost their confidence and motivation to be more independent.
  • Encourage students to self-assess and self-reflect to help them identify their strengths and areas for improvement and reflect on their learning experiences. They could complete journals, self-assessments or have discussions.
  • Create a supportive classroom environment that supports risk-taking and values mistakes as learning opportunities, which can help students feel safe to take ownership of their learning journey.

It is important to balance support with the promotion of independence, which can be accomplished by:

Understanding students’ needs

  • Identify where they need support, where they do not need assistance and their preferences and strengths.

Being adaptable in approaches

  • Students may need more help on some days than others. Therefore, adapt the support based on their current needs and capabilities.

Gradually releasing responsibility (scaffolding)

  • Begin with more intensive support and slowly reduce it as the student becomes more confident and capable.

Encouraging self-reliance

  • Support students in conducting activities for themselves instead of trying to do everything for them and encourage them to take the lead.

Empowering decision-making

  • Encourage students to make their own decisions about their learning and activities to give them autonomy and a sense of control.

Using assistive technology

  • Provide appropriate digital tools to help students complete tasks independently and work at their own pace.

TES Magazine has an article on how teaching assistants can increase student independence, but it can also be useful for support workers.

Building Self-Esteem and Confidence

Self-esteem and confidence are crucial to a person’s mental health and well-being and can affect almost every aspect of their life. Children and young people, especially those with learning and development difficulties, can sometimes have low self-esteem and self-confidence, thus negatively impacting their academic performance, social skills and overall life.

Positive reinforcement and encouragement are vital in boosting student self-esteem and confidence, as they help create a supportive and nurturing environment. When students’ achievements are recognised, they develop a sense of accomplishment. It also enhances their belief in themselves and their abilities when valued and supported. They are powerful tools that enhance academic and personal outcomes (Educater).

Helping students set and achieve realistic goals is important in building self-esteem and confidence, and here are some examples of strategies:

  • Understand where students currently stand – begin collecting baseline data to understand students’ current status, as it can help set realistic goals and track progress.
  • Encourage them to set SMART goals – this provides a framework to work to and helps students create clear and attainable goals.
  • Breakdown goals – break larger goals into smaller and manageable steps to reduce students being overwhelmed and enable them to succeed on the journey to achieving their goals.
  • Provide appropriate support and resources – ensure students can access the required support and resources to help them achieve their goals.
  • Celebrate small wins – as students hit milestones and have successes, celebrate them, no matter how small. It will help boost their morale and motivate them to continue working towards their goals.
  • Have regular check-ins – meet with students regularly to reflect and review their progress and adjust goals where needed to keep them motivated and on track.

Empowering Students

Empowering means making someone confident and giving them a sense of control over their own lives. Support workers should empower students to advocate for themselves and make informed decisions by:

  • Creating a safe and supportive environment where they feel safe to express their thoughts and opinions.
  • Involving them, giving them a voice in their learning and support, and teaching them to think critically when making decisions.
  • Teaching them self-advocacy skills by helping them stand up for themselves in various situations and practising articulating their needs.

Teaching students problem-solving and decision-making skills is also crucial because it boosts students’ confidence and independence, enhances their overall development and prepares them for future success. When they learn to solve problems and make decisions, they realise that they have the power to achieve their goals and make meaningful changes, which can make them more resilient, flexible and adaptable. It also enables them to take responsibility for their decisions, thus fostering a sense of accountability and autonomy.

Collaborating with Teachers and Parents

Support workers must collaborate with teachers and parents to work as part of a team, share insights and feedback and ensure support is consistent across environments.

Working as Part of a Team

Working with teachers, parents, and other staff members is vital to ensure students receive appropriate support that aligns with their individual needs and allows for a more holistic approach to development, i.e. combining academic needs and support with emotional, social and behavioural growth. It is also important as it:

  • Creates a positive and inclusive learning environment when everyone is on the same page, thus fostering a sense of belonging and community for students.
  • Enhances communication when all stakeholders communicate regularly and consistently, thus ensuring everyone is up-to-date on students’ progress and challenges. It also helps with early interventions and addressing issues promptly.
  • Encourages parents to be more actively involved in their children’s education and progress. It can enhance students’ motivation and performance and also build strong relationships between all involved.
  • Enables each stakeholder to share their expertise, experiences and best practices, leading to enhanced teaching and support.

To collaborate effectively, support workers must maintain open lines of communication with all stakeholders. Some strategies they can adopt to achieve this include:

  • Provide regular updates to all stakeholders and inform them of any developments, progress and issues.
  • Choose suitable communication methods (e.g. phone calls, video calls, newsletters, emails, face-to-face meetings, etc.) to ensure stakeholders can send and receive messages.
  • Be clear and concise when communicating, and avoid jargon and complex language to increase understanding.
  • Create opportunities for two-way communication to allow stakeholders to share their thoughts and concerns.
  • Be open and honest about issues, decisions and processes to build trust and credibility.
  • Provide regular and constructive feedback about students’ progress and challenges.
  • Continuously improve communication skills by attending training and practising.

The proverb, “It takes a village to raise a child”, is quite apt regarding helping children develop their skills, perform well and reach their full potential. Working together will help enhance students’ academic and pastoral outcomes (Education Support).

Sharing Insights and Feedback

A crucial aspect of collaboration is sharing observations and feedback with teachers and parents to support student development. Support workers can achieve this by regularly meeting with these stakeholders to discuss students’ goals, progress, strategies and concerns. They could use other methods, including:

  • Written reports, including observations and highlighting any key areas of progress and concerns.
  • Informal check-ins to offer more immediate feedback.
  • Digital platforms, such as email, apps or custom tools to share observations and updates.
  • Shared documents or logs where all stakeholders can regularly update and review student progress.

Joint problem-solving and planning have a significant role in addressing student needs. When multiple stakeholders collaborate, they bring diverse expertise, experiences, views and insights, when combined, can help:

  • Share responsibility and promote a team approach.
  • Identify more creative and effective solutions.
  • Better understand students’ needs.
  • Ensure interventions and support are consistent between various settings.

Support workers should not forget to involve students during planning and problem-solving. It gives them a voice, which is likely to improve their engagement and motivation, and empowers them to take ownership of their education.

Supporting Consistency Across Environments

It will be difficult for support workers to build positive student relationships if there are inconsistencies between the home environment and the educational setting. Therefore, the support must be consistent across settings to effectively meet students’ needs and ensure everyone is on the same page. It will also make it easier for students to learn and stay motivated and engaged in their studies if efforts are aligned.

Some examples of strategies for aligning efforts with parents and teachers to reinforce positive behaviours and learning are as follows:

Relationships

  • Get to know parents and teachers and understand things from their perspective to build rapport.
  • Foster trust and respect to build positive relationships, e.g. be honest, open, reliable, consistent, empathetic and culturally sensitive.

Communication

  • Regularly and openly communicate to ensure everyone is aligned and informed on student needs, progress, challenges, concerns and support requirements.
  • Use various methods to enhance accessibility, such as newsletters, apps, emails, parent-teacher conferences, online portals, video calls, phone calls, etc.

Shared goals

  • Set shared goals between home and the educational setting so everyone knows what needs to be achieved and how to achieve it.
  • Ensure everyone is on the same page regarding rules and expectations.
  • Develop action plans that include specific steps for everyone to follow to ensure a coordinated approach.

Barriers

  • Identify and understand any barriers to providing support in the home or educational setting, such as time/financial constraints, language barriers, cultural differences, disabilities, learning difficulties, health conditions, etc.

Resources and training

  • Give parents appropriate training and resources on how they can support their children at home.
  • Provide parents with activities and resources they can do at home with their children to encourage their involvement in their children’s learning.
  • Collaborate with local community organisations who may be able to provide additional resources and support.

Ensuring support is consistent will bridge the gap between home and school learning.

Addressing Challenges and Maintaining Boundaries

Support workers may face challenging behaviour and situations when working with students and must manage them effectively while maintaining positive relationships and boundaries.

Handling Difficult Situations

Managing challenging behaviours and situations while maintaining positive relationships requires a balancing act for support workers. Here are some tips that can help navigate these situations effectively:

Foster positive relationships

  • Get to know students, show a genuine interest in their lives and be approachable to build positive and robust relationships.
  • It can prevent challenging behaviours and make them more receptive when providing correction or guidance.

Establish clear boundaries and expectations

  • From the start of the relationship, set clear and consistent boundaries, rules and expectations.
  • It will reduce ambiguity and help them understand what is expected of them.

Remain calm, composed and patient

  • Be calm and maintain composure and patience, even if things get heated.
  • It will help them model the same behaviours, as they often look for cues on how to react in these stressful situations.

Communicate effectively

  • Actively listen to students and understand things from their perspective.
  • It will demonstrate that their views are heard, respected and understood.

Use positive reinforcement

  • Acknowledge and reward students, e.g. with praise and encouragement, when they exhibit desired behaviours rather than focusing solely on undesired ones.
  • It will encourage them to repeat the desired behaviours in the future.

Engage with parents and teachers

  • Collaborate with relevant stakeholders to create a consistent approach to behaviour management at home and in the educational setting.
  • It will create a more consistent and supportive environment for them.

Undertake professional development

  • Attend regular training and seek professional development opportunities.
  • It will help to stay up-to-date on the latest practices and learn new strategies to handle challenging behaviour and situations effectively.

Teach self-regulation

  • Provide students with various techniques to help them self-regulate, e.g. counting to ten, deep breathing and taking a break.
  • It will help them regulate their emotions and behaviours when they feel overwhelmed.

It is crucial to remain calm, patient and solution-focused, as it helps to communicate, address challenges, solve problems and make decisions more effectively. These qualities also:

  • Help better understand students’ needs, behaviours and concerns.
  • Create a supportive and safe learning environment.
  • Lead to better student outcomes and personal growth.

Maintaining Professional Boundaries

Understanding the importance of boundaries in the student-support worker relationship is crucial to protect all involved. It clarifies acceptable and unacceptable behaviour and ensures a safe environment where all parties feel secure. It also clarifies the expectations within the relationship, which can foster trust and make for a more effective support system.

Strategies for maintaining professional boundaries while being approachable and supportive include:

Understand the support worker’s role

  • Fully understand the responsibilities of support workers within education and the limits of the role to set clear expectations and prevent overstepping boundaries.

Set clear rules

  • Establish clear rules and expectations about the extent of the student-support worker relationship, behaviour and communication.

Be consistent

  • Provide reliable and consistent support to foster trust and respect without blurring professional boundaries.

Limit self-disclosure

  • Only share personal information when it benefits students while still maintaining professional boundaries.

Actively listen

  • Listen carefully to students and demonstrate empathy and understanding without becoming overly involved.

Regular reflection

  • Look back on interactions with students and emotions to ensure professional boundaries are maintained. If unsure, seek feedback from colleagues or supervisors where necessary.

Training and development

  • Undertake training and continuous development on maintaining professional boundaries and effective communication, which can provide new strategies and reinforce existing ones.

Self-Care for Support Workers

Being a support worker is challenging and can be demanding and stressful. Therefore, it is important to practice self-care, which is:

“The practice of taking care of physical, mental, emotional, and spiritual aspects of your life to promote health and wellness” (Bottaro, 2024).

Practising self-care will help reduce stress and anxiety, prevent burnout and maintain effectiveness. Here are some tips for practising self-care and maintaining a healthy work-life balance:

  • Establish clear boundaries between work and personal life – set limits on working hours, take regular breaks and try not to get overly involved.
  • Build a strong support network – maintain strong connections with friends, family and colleagues.
  • Make healthy lifestyle choices – eat a healthy and balanced diet, keep hydrated, adopt good sleep hygiene practices and exercise regularly. Avoid unhealthy habits, such as junk food, smoking and alcohol.
  • Make time for hobbies and relaxation – set time aside to do enjoyable things to help recharge.
  • Try relaxation techniques – engage in mindfulness, meditation, yoga, deep-breathing exercises, journaling or progressive muscle relaxation techniques to help reduce stress and improve mental clarity.
  • Seek professional support where needed – for example, join a support group or talk to a counsellor.

Conclusion

Building positive relationships with students is essential for support workers to meet student needs and help improve their outcomes. Firstly, it is vital to understand the support worker’s role in education and appreciate the challenges to provide effective support. Establishing trust and rapport with students and demonstrating consistency and reliability is also crucial.

There are many strategies and techniques for building positive relationships with students, and we have covered many in this blog. Support workers must effectively communicate with students through various means, tailor support and be flexible. The role will also require encouraging students to be autonomous and confident and address challenges while maintaining professional boundaries.

Building positive relationships requires effective collaboration with students, parents and teachers. It is crucial to foster strong relationships to ensure support is consistent across all environments and everyone is on the same page. It will give students the best chances to succeed academically, socially and in life.

Actively applying the strategies discussed in this blog will help with daily interactions with students and provide high-quality support. Also, share experiences, seek further training in student support and conduct further reading on relationship-building in educational settings. Here are some links with further information and resources:

Counselling level 2 course

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We offer the TQUK Level 2 Certificate in Counselling Skills through our online campus.

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