As part of the Head’s address at the Year 12 Dinner at the end of last term, I touched on the importance of the teacher-student relationship.
I noted that one of the reasons for the success of our current Year 12 cohort has been the positive relationships they have formed with their teachers. Research continues to indicate that strong, meaningful relationships between teachers and students are the key to exceptional learning outcomes.
It is often said that schools are only as good as their teachers. I would go a step further and say that quality teachers are the main factor in turning a good school into a great one. At Frensham and Frensham Junior School, we are fortunate to have a dedicated team of educators who are deeply committed to fostering an environment where every student is known, heard, and understood.
This commitment is the dynamic that directly influences student engagement—whether behavioural, cognitive, or emotional. When we talk about engagement, it is not just about students attending class or completing school work. It is about the depth of their involvement in their learning, both in and beyond the classroom—how they think, feel, and act in the learning process.
It is widely understood that the quality of teacher-student relationships is the single most important predictor of student engagement. When students truly connect with teachers, an atmosphere is created where they feel safe to take risks, explore new ideas, and ultimately thrive—academically and socially.
Frensham Schools are in an ideal position when it comes to fostering these relationships. Our residential environment in the senior school and small size in the junior school allows for a level of personal connection that other schools often struggle to provide. Our goal is to know every student—not just by name, but by their individual strengths, challenges, and aspirations. This level of familiarity enables us to better meet students’ learning needs. We know that when students feel known, they engage more fully.
To ensure that we are not just assuming but measuring our impact, we have recently participated in a number of international research projects, including the Stanford Challenge Success Survey and the International Coalition of Girls’ Schools Survey. These studies have allowed us to track student engagement across multiple dimensions and affirm that teacher-student relationships play a pivotal role in shaping that engagement. This ongoing data will continue to provide valuable insights to inform our programs and practice (more information in Dr Ruth Phillips’ story on page 4).
For 2025, our staff have agreed that establishing meaningful and positive relationships with our students will be a key professional learning focus. It is the quality of our relationships, the strength of our teaching, and the depth of our care for each student that will continue to define Frensham Schools as a place where young people can flourish.