The resources listed here provide research evidence for the principles of Relationship Based Education.
Minnesota Longitudinal Study
The Minnesota Longitudinal Study of Risk and Adaptation has been running since 1975. The study has followed the lives of hundreds of people from birth. The goal of the project has been to trace the course of individual development and to understand factors that guide it toward good outcomes or poor outcomes.
The study has found that early relationship experiences with parents, teachers and mentors are critically important to good outcomes in human development.
- Video interview with Alan Sroufe PhD (one of the Longitudinal Study leaders).
- Book: A Compelling Idea by Alan Sroufe, outlining the findings of the study and relating it to his own upbringing in a dysfunctional family.
Teacher–child relationships from an attachment perspective
Karine Verschueren & Helma M.Y. Koomen
This academic research paper, published in Attachment & Human Development, provides evidence of the critical importance of quality relationships in the educational setting.
Among the findings are:
- Especially for vulnerable students, the care-giving role of a teacher can be very important to their development, second only to the role of parents.
- Teachers’ sensitivity or responsiveness to children’s needs is critical to establishing a quality relationship.
- Quality relationships in the classroom can have far-reaching positive consequences on student learning and behaviour.
Negative Emotions Today Predict Procrastination Tomorrow
Timothy A Pychyl Ph.D
This article argues that people (including your students…and you!) procrastinate not because they’re lazy but because of emotional factors – and there are things you can do about it.
“Development of student and teacher measures of Happiness Curriculum factors”
This article documents the success of India’s ‘Happiness Curriculum’ initiative, which bears many similarities to the RbE approach. The premise of this curriculum is that helping students develop essential skills associated with happiness will improve students’ learning and life outcomes. In the classroom, teachers provide opportunities to connect knowledge to life outside of school, encourage students to apply skills in their lives, and use a variety of engaging teaching strategies, including active participation. The curriculum enables students to not only improve their scholastic skills but also their co-scholastic skills of mindfulness, critical thinking, reflection, and inner stability.
Youth and Anxiety
Joseph E. Davis Ph.D
How “#MeFirst” thinking and a culture of comparison with others is leading to increasing anxiety in young people.
What makes a good life?
“Lessons from the longest study on happiness”
In this TED talk, Harvard psychiatrist Robert Waldinger discusses the results of a 75-year longitudinal study on what makes a happy life. (Hint: it’s not wealth or fame, it’s social connectedness and quality relationships.)
There’s also a summary of the study published by Harvard
The Science, Theory and Practice of Kindness: A Brief Overview
Michael Karlin and Brendan Akawa-De Silva
This article from The Blue Dot, published by UNESCO, is an excellent introduction to the concept and value of kindness – what it means and why it’s so valuable not only to the receiver, but to the giver as well.
How to help your kids succeed in school without piling on the pressure
Justin Coulson PhD
“Psychology researchers have discovered that there are three basic psychological needs that underpin our motivation and our wellbeing… the first one is relatedness. We need to have good relationships with the people around us, our friends, our teachers…”
Black Box Thinking
Examines how the #WeFirst approach (share and learn from mistakes, openness and lack of blame, continual improvement through marginal gains) actually leads to higher performance than the #MeFirst approach (closed thinking, quick to blame and bury mistakes rather than sharing them for the greater good), in the context of the corporate, sporting and medical spheres.
Friend and Foe
Adam Galinsky, Maurice Schweitzer
In Friend and Foe, leading psychologists Adam Galinsky and Maurice Schweitzer draw on original, cutting-edge research to explain why it is only by learning how to strike the right balance between competition and cooperation that we can improve long-term relationships and maximise success in work and life.
Give and Take
This book argues (on the basis of academic research) that it’s givers, not takers, who succeed in the corporate world.
The Social Neuroscience of Education
Positioning the brain as distinctly social, Louis Cozolino helps teachers make connections to neurobiological principles, with the goal of creating classrooms that nurture healthy attachment patterns and resilient psyches.
Cozolino investigates what good teachers do to stimulate minds and brains to learn, especially when they succeed with difficult or “unteachable” students. He explores classroom teaching from the perspectives of social neuroscience and interpersonal neurobiology, showing how we can use the findings from these fields to maximize learning and stimulate the brain to grow.