Relational Teaching is Different
Relational Teaching is based on the New Authority framework (also known as Non-Violent Resistance). A strength-based, trauma-aware approach, it addresses a critical gap in current behaviour management practices by providing school staff with practical, relational strategies for supporting young people with challenging behaviours, including from backgrounds of trauma, chronic stress, disadvantage, or neurodivergence—where traditional methods like rewards and sanctions often fall short.
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Teachers are supported to build meaningful connections with students—even in the face of challenging behaviour—while developing skills to uphold boundaries calmly and confidently, reducing escalation and overall conflict. This dual focus on connection and consistency empowers educators to maintain their presence and influence, even in high-stress moments.
Authority in the Classroom
In the past, teacher authority often relied on aloofness, fear, and unquestioned obedience. Today, society has shifted toward values of transparency, inclusion, and trauma-informed practice. This evolution has brought welcome changes—teachers are now expected to be empathetic, supportive, and attuned to the needs of diverse learners.
Yet this shift has created a new challenge: how do we uphold clear, consistent boundaries and respond to challenging behaviour without reverting to outdated, punitive models? Many schools continue to face rising levels of student dysregulation, classroom disruption, and teacher burnout. Educators need more than kindness—they need tools that empower them to lead with both compassion and clarity.
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Relational Teaching offers that path forward. It provides a practical, relationship-focused approach that helps teachers reclaim their leadership role—not through control, but through presence, persistence, and committed care. It equips staff to respond to students with calm authority, creating safe and connected learning environments where everyone can thrive.
By focusing on relationships rather than reactions, and on connection rather than correction, Relational Teaching supports educators to hold firm boundaries without compromising empathy. It empowers schools to foster cultures of safety, respect, and shared responsibility—where both staff and students feel supported and valued.
Relational Teaching recognises the complexity of today’s classrooms and the expertise educators bring to their work. Teachers are navigating a wide range of responsibilities, often under significant time pressure and emotional load.
Relational Teaching is grounded in the belief that when we invest in teachers, we strengthen the whole school community. It provides practical, relational strategies that enhance teacher confidence, collaboration, and connection—helping staff feel more equipped and supported in their roles.
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At its heart, Relational Teaching is built on a simple but powerful truth:
when teachers thrive, students do too.
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This is achieved by:
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Building teacher confidence and capability through evidence-based strategies that support calm, consistent responses to behaviours that disrupt learning
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Strengthening teacher presence across all school environments—from the classroom to the corridors to the school yard
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Fostering meaningful connections with colleagues, families, and the wider school community to create a strong, united network that reinforces and supports staff actions
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DE-ESCALATION
Teachers learn how to stay calm and avoid power struggles, using strategies that reduce conflict and create space for thoughtful responses rather than reactive ones.
SCHOOL PRESENCE
Educators are supported to increase their visibility and relational presence across the school environment, sending a clear message of consistency, availability, and care.
ACTIVE RESISTANCE
Staff are equipped to respond to harmful behaviours with non-punitive but firm actions that uphold safety and respect, reinforcing boundaries without resorting to control or aggression.
ACTIVATING SUPPORT
The approach emphasises collaboration, encouraging schools to build strong alliances with colleagues, leadership, families, and the wider community to create a unified, supportive response around each young person.
The Relational Teaching Program
Implementation of the Relational Teaching framework is tailored to the unique needs of each school. A customised plan will be co-developed in collaboration with leadership and staff, and may include:
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Targeted support plans for identified students
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Professional learning sessions introducing the Relational Teaching framework and its core practices
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On-site support, working alongside a targeted group of teachers
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In-class mentoring, modelling, and side-by-side coaching to support real-time implementation
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Scheduled phone or video coaching, offering ongoing guidance and reflection
About the New Authority
New Authority is an innovative and systemic approach to serious and harmful behaviour problems in young people. It was initially developed by Professor Haim Omer and his team at the University of Tel Aviv 20 years ago. The approach has been adapted for a large number of applications, including school violence, school refusal, residential care, out of home care, aggression and violence, ADHD, anxiety disorders, eating disorders, suicidality, and more.
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In all the fields the approach not only led to improvements in the child's problematic behaviours, but also reduced escalation, improved adult self-control, and promoted better adult-child relations.
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New Authority has transformed education in mainstream primary and secondary schools, as well as in special educational environments in a number of European countries. The city of Zurich has adopted New Authority as its central behavioural model for all of its schools.
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New Authority, and by extension Relational Teaching, equips teachers with the tools to reclaim their confidence, voice, and influence in a changing educational landscape. In a time of shifting expectations, growing complexity, and increasing professional demands, this approach supports educators to stand strong—connected, purposeful, and empowered in their role.
Tamar Sloan
Psychologist | Accredited NVR Trainer
Tamar Sloan is a psychologist, educator, and accredited NVR trainer with over 25 years’ experience supporting children, families, and schools. With a background in both teaching and therapeutic practice, Tamar brings a deep understanding of student behaviour, relational dynamics, and the power of calm, consistent adult presence. She developed the Relational Presence framework to help educators respond to challenging behaviour with clarity, compassion, and connection—because every teacher deserves to feel empowered, and every student deserves to feel safe, seen, and supported.
Contact
Want to learn more? We're always happy to discuss how Relational Teaching could support your learning environment.
04666 100 35