Unconditional Positive Regard & Behaviour

Unconditional positive regard, introduced by the psychologist Carl Rogers, means accepting and valuing a person without any conditions or limitations. This practice creates a supportive environment where students feel safe to express themselves and explore their feelings. In our school, this philosophy guides how staff interact with students and influences our approach to behaviour management.

Our teachers demonstrate unconditional positive regard through their everyday interactions with children. They create a welcoming atmosphere, offering praise and encouragement regardless of a child's behaviour or academic achievements. This approach helps students feel valued, boosting their self-esteem and fostering a sense of belonging within the school community.

As a result, when students know they are accepted without condition, they are more inclined to show positive behaviours and build healthy relationships with their classmates and teachers. This environment also promotes open communication, aiding in conflict resolution and encouraging proactive behaviours. Overall, embracing unconditional positive regard helps shape a school environment that supports personal growth and collaborative learning.

This approach forms a significant part of our behaviour policy and we work hard as a school to support children to reflect move on after a behaviour incident rather than them 'being in trouble'.