Relationships for Learning

The essence of education is to create relationships for learning that are empowering and inclusive. Young people today confront challenges and possibilities that require them to be adaptive learners. They need to think flexibly and creatively to design solutions to new problems and generate new procedures for new tasks.

Adults also need to be adaptive learners to foster – not just learning and achievement – but wellbeing. We need to be courageous and optimistic, yet mindful of our decisions and their impact. Adaptive teachers foster adaptive learners.

By building relationships for learning, we can support people to go beyond the limits of their own experience and impact. Together, we can challenge inequity and ensure every child experiences educational success and a positive sense of wellbeing.

How we can help

Our approach is to connect with you. We listen, ask, and understand before engaging in shared knowledge-building. We then support you to make decisions and take actions that will help you move towards your goals.

We work with you in the same way we want you to work with each other – with respect, integrity, and a strong sense of moral purpose. We generate productive relationships for learning across local, national, and international communities.

We participate in the creation of learning by being relational leaders ourselves, collaborating with you to activate positive change. We offer professional learning opportunities in the form of workshops, guidance, and resources. Our name for this is ‘relational facilitation’.

We help you:

  • grow reciprocal learning relationships within and between all parts of your community: learners, teachers, leaders, families, and the wider community
  • engage in ongoing and inclusive critical conversations about expectations and the direction for learning
  • connect to resources, tools, and experiences that will help you make learning connections for yourself and with others
  • connect the knowledge that already resides within your community with knowledge from research and with national priorities for action
  • recruit and appoint people who are the right fit for your learning community
  • manage disruptive change and use it as an opportunity for individual and collective empowerment.