Restoring Education

Educators paving the way to radical change through relationship

RestoringEducation is the radical challenge from Louise Michelle Bombèr, founder of theUK’s leading specialist trauma service in schools, TouchBase, in her timely newbook. Fundamentally, let’s honour the need for all our pupils to beeducated in school together through attuned relationships and understanding.

‘As the adults in school, we have the chance to be the agents of genuine change. It’s essential we stop ‘doing school’ as we’ve always done, creating one-size-fits-all, trauma-inducing systems instead of intentionally increasing safety for all. Let’s not have pupils and teachers apprehensive about being in school; let’s have remaining steady and connected as our priorities . Fundamentally, let’s honour the need for all our pupils to be educated in school together through attuned relationships and understanding.’ Louise Michelle Bombèr

This is the radical challenge from Louise Michelle Bombèr, founder of the UK’s leading specialist trauma service in schools, TouchBase, in her timely new book, Restoring Education. 

Stories of the huge range of difficulties schools face are rarely positive, with increasing rates of pupil mental health problems, and children unable to settle to learn. Teachers’ stress has soared, many leaving the profession they love. The most vulnerable pupils, already struggling with relational trauma and loss, are communicating distress through challenging behaviour which can get them excluded if their relational needs are not recognised and responded to.

Restoring Education introduces an alternative, and realistichope. Drawing on their work at TouchBase and knowledge of child development,attachment and trauma, Louise Michelle Bombèr and members of her team, Jennie Fellows, Louise Kilshaw, Luke Palmer, Tamsin Lotter and Catherine Michell writewith passion and clarity about a radically different approach, one firmlygrounded in relationship first, before learning can start. They challenge Headsto model authentic leadership, enabling staff to feel safe, regulated andwell-resourced in our schools. On this basis, educators can enable pupils toexperience safety in school, be co-regulated, trust adults, and be supportedinto learning.

Illustrated with practical examples, the authors discussdifferent aspects of relationship, which, woven together, offer a refreshingvision of how school can be, for pupils and staff, when safety through genuinerelationship is prioritised as the foundation of learning.

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