Our School Story:
AMITY INTERNATIONAL SCHOOL
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Before adopting relational practices, Amity International Secondary School primarily relied on a traditional behavioural management approach, emphasising punitive measures like lunchtime detentions, where students were gathered in a room together. There was less focus on fostering personal connections between staff and students. Relationships were likely to be more formal, with fewer opportunities for students to engage in open discussions and express their feelings.
The change at Amity was driven by the realisation that the traditional approach didn't adequately support students' emotional and social development. A shift towards relational practices was needed to foster stronger staff-student connections, encourage positive behaviour, and promote a sense of community, focusing on trust, communication, and mutual respect.
The expectations and hopes were to create a more supportive and inclusive school environment where students feel valued and understood. The goal was to foster positive relationships, improve emotional well-being, and encourage open communication. It was hoped that this approach would lead to better student engagement and reduced conflicts.
They implemented relational practices by focusing on building stronger connections between staff and students, emphasising trust, communication, and mutual respect. Staff were trained in restorative practices, and students were encouraged to express their feelings and engage in open dialogue. They have displayed their stepped-sanction restorative approach, expectations, and classroom rules in every classroom to ensure a consistent approach from all staff and to give learners the opportunity to make the right choices.
Over time, this approach led to a noticeable improvement in student engagement and behaviour. Students are becoming more involved in resolving conflicts, and relationships between staff and students feel more positive and supportive. The school community feels more inclusive, with a greater sense of belonging, and emotional well-being is prioritised. While challenges remain, the shift has generally resulted in a more nurturing and cohesive school environment.
Last academic year, the school book club read ‘When The Adults Change, Everything Changes’, which played a key role in driving change and fostering positive behaviour. It also contributed to the establishment of the Leader of Learning position. They have subsequently moved on to ‘After The Adults Change, Achievable Behaviour Nirvana’. The insights from the books have deeply influenced the overall school culture at Amity, helping to ‘foster a culture of positivity and growth’ amongst staff and students.
The easier part for Amity was implementing the visible displays of expectations, classroom rules, and the stepped sanction approach, as it provided clear guidance for both staff and students. This helped establish consistency across the school. Positive Noticing Day was also a big success and positive feedback has further reinforced the positive changes within the school. The harder part was changing the mindset and practices of some staff members, particularly those who were accustomed to more traditional disciplinary methods. It took time and effort to fully integrate relational practices, foster buy-in, and ensure that all staff were aligned in their approach. Additionally, building deeper, trusting relationships with students required patience and consistent effort.
Amity’s advice to others would be to ‘start by clearly defining your values and expectations, and then consistently model those behaviours. Ensure staff buy-in through training and open discussions, and be patient as building relationships and trust takes time’.
Amity International School have made significant progress in creating a supportive, cohesive school environment. Relational practices are embedded, fostering open communication and trust. While there’s room for growth, positive changes in behaviour and engagement are evident. We are delighted to have Amity International School on board as a WTAC Partner School.
