A growing body of research shows that when it comes engaging a new class, building rapport is crucial.
A 2019 study by UNSW Sydney found that positive teacher-student relationships significantly enhance student engagement, leading to increased class participation, greater enjoyment in learning, and higher aspirations.
This is particularly important as data shows that disruptive classrooms are leading to lower student achievement and more teachers choosing to leave the profession.
At Springvale Park Special Development School, Katrina Paton has created a warm, supportive learning environment by building strong rapport with her students
Understanding the unique needs of children with severe intellectual disabilities, Paton fosters trust through consistent communication, patience, and personalised teaching strategies.
Paton was one of the first teachers to implement the Early Numeracy Programme in Victoria, addressing a common struggle in special schools across the state where effective mathematics programmes are often lacking.
Beyond the classroom, Paton strengthens connections through swimming lessons and community access trips, ensuring students develop real-life skills. Her open-door policy and strong engagement with parents further reinforce a sense of belonging, making her classroom a safe and inclusive space for learning.
In recognition of this work, Paton was named Primary School Teacher of the Year (Government) at the 2024 Australian Education Awards.
Recently, she sat down with The Educator to discuss what she believes are the best strategies for teachers to use when trying to establish a strong rapport with a new class.
TE: What are some of the most common challenges teachers face when trying to build rapport with a new class?
Each new school year brings both excitement and challenges when building rapport with a new class. In a Special Development School, teachers must navigate a range of unique needs, including diverse behaviours, communication styles, sensory sensitivities, and self-regulation difficulties. A significant challenge is fostering positive peer interactions, as some students’ behaviours may inadvertently dysregulate others. Establishing a safe, structured, and supportive environment is essential to promoting meaningful connections. Understanding each student’s individual needs and implementing tailored strategies help create a classroom dynamic that fosters engagement, collaboration, and emotional well-being.
TE: Drawing from your experience, what are some effective strategies teachers can use to build rapport with students early in the school year?
Drawing from my experience, one of the most effective strategies for building rapport with students early in the school year is establishing clear routines and expectations from the outset. Setting consistent learning expectations, daily classroom routines, and structured transitions around the school helps students feel secure and confident in their environment. Predictability reduces anxiety, fosters independence, and supports self-regulation, particularly in Special Development Schools. When students know what to expect each day, they are more likely to engage positively with their peers and teachers, creating a foundation for strong relationships and a productive learning environment.
TE: What role does student feedback play in helping you refine your rapport-building efforts?
In my setting, student feedback takes various forms, particularly as many students have complex communication needs (CCN) and may struggle to articulate their thoughts verbally. To ensure student voices are heard, we use alternative strategies to interpret their needs and experiences. Observing behaviours, engagement levels, and emotional responses provides valuable insight into how students are feeling and interacting within the learning environment. By carefully assessing these cues, we can refine our rapport-building approaches, adjust support strategies, and create a more inclusive and responsive classroom that fosters trust, comfort, and meaningful connections.
TE: How can schools foster a culture of mutual respect between teachers and students moving forward into Term 1?
Fostering a culture of mutual respect in a Special Development School requires a whole-school approach, where collaboration between teachers, leadership, therapists, and support staff is essential. Establishing clear, consistent expectations and individualised support strategies ensures students feel valued, understood, and respected. Staff must model respectful communication, actively listen to students’ needs—whether verbal or through behaviour—and create a safe, predictable learning environment. By integrating student-centred approaches, social-emotional learning, and inclusive practices, schools can cultivate an environment where students and staff develop trust, respect, and meaningful connections, enhancing both educational outcomes and personal development.