Trust as the key to learning relationships

Who do you trust? With whom do you feel understood, safe and seen? Is it perhaps a close friend, a family member - or someone from your professional environment? Trust is at the heart of every relationship, be it in your private life, at work or - perhaps most influentially - in the classroom.

When we talk about school, we often think of curricula, grades or support programmes. But all of this is only effective if the foundation is right: the relationship between child and teacher. Trust is the linchpin here, because learning requires courage - the courage to make mistakes, ask questions and face challenges. Without trust, this foundation is missing.

The most important ingredient for trust in a team - and this also applies to the class association - is psychological safety. The famous «Blue Angels» aerobatic team provides a vivid example. When asked how they achieve such a high level of trust during their daring aerial manoeuvres, the pilots replied: «We trust each other because we know each other really well.»

Knowing each other well is also of central importance at school. Teachers need to see children not just in their role as pupils, but as people with all their strengths, weaknesses, joys and worries. In the same way, children need to feel that they are accepted in their individuality.

Learning requires the courage to make mistakes, ask questions and face challenges. Without trust, this foundation is missing.

Responsibility of the school management

But how can this trust be built up in the hectic school day? This is where head teachers play a decisive role. They are already setting the course now, in the planning phase of the new school year. Their task is to pool resources wisely and create a framework that focusses on learning relationships.

An important approach is to have classes accompanied by as few people as possible. This minimises disruptions in relationships and gives teachers the time to really get to know the children. If employees are deployed at several schools or in different classes at the same time, there is often too little room for this intensive relationship work. Good school management ensures that these challenges are addressed proactively.

A graffiti is emblazoned on the wall of our gym: «Everyone is just the way they are.» This sentence, which originated from the children at our school, has become the guiding principle of the school year. It is more than just a motto - it is an attitude that characterises our thoughts and actions. We want every child to feel seen, safe and welcome. However, concrete measures are needed to ensure that this attitude is not just a nice thought. Mental health is one of the key foundations for this.

This school year, we have therefore started to further develop our school culture with the «MindMatters» programme. This scientifically based programme, which was originally developed in Australia, is now also being successfully implemented in Switzerland. It is closely linked to Curriculum 21 and helps us to promote the well-being of the entire school community. With practical materials and a focus on school development, we are shaping the school as a place where everyone feels safe and valued.

The time we invest in getting to know children is not time wasted.

Compassion should be encouraged

So far, lessons on the topic of «Emotions and self-management» have taken centre stage. Pupils learn to understand their emotions, deal with stress and challenges and develop a positive inner attitude. These skills not only strengthen their resilience, but also their ability to interact confidently and constructively with others.

We are currently focussing on the topic of «compassion». Exercises and games promote the children's empathy and help them to shape relationships consciously and appreciatively. By summer 2025, the programme will be rounded off with the topics of «decision-making skills» and «relationship skills». In this way, we teach important skills for successful coexistence in the long term.

Why is this so important? A mentally healthy child can not only concentrate better on lessons, but can also communicate successfully with others, resolve conflicts and overcome challenges. The school plays a crucial role here. Together with families, we create an environment in which children can not only learn, but also grow - emotionally, socially and personally.

We are highly committed to this development. Our aim is to give children the tools they need to realise their dreams and lead a happy life. Together with the pupils, parents and the entire community, we want to create a place that is characterised by respect, attentiveness and tolerance.

A plea for priorities

Schools are under a lot of pressure - socially, organisationally and pedagogically. But despite all the complexity, one thing must not be lost sight of: Learning relationships are at the heart of the school. The time we invest in getting to know children is not time wasted. It is the key to building trust, inspiring a love of learning and enabling long-term educational success.

When school management, parents and teachers know each other well, a community is created that puts the child at the centre.

School management, teachers and parents share responsibility here. By using resources wisely, setting clear priorities and focussing on trust, we create the best conditions for learners. In the end, it's not just the programmes or concepts that make a school - it's the relationships.

When school management, teachers and parents know each other really well and trust each other, a community is created that puts every child at the centre. Let's continue on this path together - for strong children and a strong school.