5150 220^th AVE SE, Issaquah, WA 98029 425-837-7000

Positive Relationships

PR (Positive Relationships): Having a supportive relationship with an adult is one of the most commonly reported protective factors in the literature on resilience (Pianta & Walsh, 1998; Werner, 1999). The quality of children’s relationships with teachers has been found to be a major component of adaptation in school (Pianta et al., 1995). Teachers can act as role models (Henderson & Milstein, 1996), reward and reinforce children’s competencies (Werner, 1995), and provide high levels of social support (Miller et al., 1998) (Lynch, Geller, & Schmidt, 2004, p. 338).

Possible home connections:

Model how to establish relationships/ make new friends
Help students problem solve disagreements
Model effective communication and active listening
Use “I” messages
Encourage all family members to share thoughts and feelings
Model ways to ‘repair’ relationships when issues arise
Use literature/ books to highlight positive relationship qualities

Creating Positive Relationships

No significant learning occurs without a significant relationship

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Equal Opportunity Notice

The Issaquah School District complies with all applicable federal and state rules and regulations and does not discriminate on the basis of sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental or physical disability, or the use of a trained dog guide or service animal by a person with a disability in its programs and activities, or employment related matters, and provides equal access to the Boy Scouts and other designated youth groups. The following employees are designated to handle questions and complaints of alleged discrimination: Assistant Superintendent of Human Resources, District Title IX Coordinator, Section 504/ADA Coordinator or Compliance Coordinator for 28A.540 and 28A.642 RCW, in writing or by telephone. The Issaquah School District will also take steps to assure that national origin persons who lack English language skills can participate in all educational programs, services and activities. For information regarding interpretation and translation services or transitional bilingual education programs, contact Kathy Connally in writing or by telephone.