There’s always a pupil that sticks in your memory years after you’ve worked with them. TJ is one of those kids. A real classroom character, he’d joined the class in Year 2 and immediately became one of its most popular members.  

But along with his bubbly personality, TJ had a number of significant needs. Indeed, it was a long conversation about whether we, as a school, could meet his needs or whether a special provision would be more appropriate.  

Yet it wasn’t just any old class that TJ had joined—far from it. It had complex dynamics and a large group with various social and emotional needs. Teachers had struggled to manage them, but as a single-form entry school, there was no mixing and matching to try to even things out. It was what it was.  

Affectionate and outspoken, TJ brought a smile to the faces of adults and children alike. So many memories I have of that time include him. Names were a struggle—for a long time, I was just ‘red’ due to my hair colour—as was learning. Lots of 1:1 support and interventions were put into place. 

Despite the challenges, TJ was resilient, even when the gap between him and his peers grew as they moved through KS2. But the class rallied around him. Protected him. Supported him and helped him wherever they could. Accepting him for who he was and the wonderful qualities he brought to the group. He was never made to feel like he couldn’t work alongside them. 

And this is the bit I love reflecting on the most.  

Why Support Matters in Our Schools 

We all know what it feels like to need support. Whether it's that moment when the laptop crashes just before a lesson observation, or when a conversation with that ‘challenging’ parent looms at the end of a Friday afternoon. Or when we're simply juggling too many plates and need a friendly face and a chocolate biscuit in the staffroom. 

Support isn't just a nice-to-have – it's fundamental to our wellbeing and effectiveness as teachers and leaders. 

It’s the same for the children in our classes, too. Our pupils face daily challenges, from grappling with tricky concepts such as long division to navigating complex friendship dynamics. However, having strong support systems doesn't just help them overcome these hurdles; it teaches them valuable life lessons about connection, interdependence, and resilience. 

When children feel supported, they're more willing to take risks with their learning, more likely to persevere with that SPAG test, and better equipped to develop the confidence that underpins success.  

A supportive classroom isn't just a happy classroom – it's one where genuine, deep learning happens. 

Building a Supportive Classroom: What Works 

Support comes in many forms, and creating a truly supportive environment involves both understanding and action: 

Recognising support needs and sources: Our job is to help children identify when they need help and map their personal 'support network' – from adults in the classroom and family to friends and those within the community. Teaching them to articulate their needs clearly and appropriately, while understanding the difference between seeking help and becoming dependent, becomes an important part of our curriculum. 

Creating clear structures: Establishing visible support systems like "Ask 3 Before Me," designated talk partners, or clear systems for challenging work helps them have strategies up their sleeves when times get tough. Model support-seeking behaviour yourself, to show children that everyone needs help sometimes. 

Teaching reciprocal support: Perhaps most powerfully, helping children recognise their capacity to support others can help in many different ways. When you notice supportive actions between classmates, acknowledge it: "I was so pleased to see how you explained that problem without just giving the answer – that kind of support helps everyone learn." 

Developing listening skills: Support isn't just about solutions; often it's about truly hearing someone. Simple techniques like maintaining eye contact, asking clarifying questions, and summarising what's been heard are foundational skills children can practise daily. 

Supporting the whole child: While learning support often takes centre stage, true support addresses wider aspects of a child’s life - their emotional needs, social challenges and individual strengths. It also respects different learning styles. Creating safe spaces where children feel they can express their emotions helps them navigate the complex social world of school. 

Simple Strategies to Try Tomorrow 

Here at Happy-Centred Schools, we offer resources to help nurture support skills in your classroom. Some quick starting points include: 

• Support circles: Have children visualise their support networks, including in-school and out-of-school people they can turn to. 
• Listening trios: In groups of three, children take turns being the speaker, the supporter, and the observer who provides feedback on effective supportive listening. 
• Community connections: Help children find opportunities to offer support beyond the classroom, whether by writing to local care home residents or participating in a local litter-picking scheme. 

When we teach children about giving and receiving support, the benefits extend far beyond classroom walls. Children develop greater empathy, stronger communication skills, and enhanced resilience. They become better teammates, more thoughtful friends, and more engaged members of the community.  

When children feel supported and learn to support others, they're set up not just for academic success, but for happier, more connected lives. Something I know TJ felt all those years ago.  

At Happy-Centred Schools, we have free lessons and resources focusing on all aspects of support – from listening effectively to identifying support networks and working in teams. Download some today and see the difference they can make in your classroom!