The things that shape our practice
At Furness Education Co. we embrace ways of working and of being that contribute to the holistic learning and development of young people, which empowers them to become who they want to be. The following page highlights some of the key influences on our practice that we employ when working with young people.
Self-determination Theory
Recognising that wellbeing and motivation flourish when three fundamental needs are met: Autonomy, Competency, and Relatedness. SDT is an important framework which guides much of the work we do.
Praxis
The blend of reflection and action through which we make meaning and create change.
Collaborative Problem Solving
Influenced by the work of Ross Greene, we use Collaborative Problem Solving to place young people at the centre of resolving difficulties. We believe young people do well when if they can, and that behaviour can inform others of unmet needs. Through respectful dialogue and curiosity, we work alongside them to identify needs and co-create solutions that work for everyone involved.
Experiential Education
Recognising that learning happens best through lived experience, play, creativity, and connection to people and place, engaging the whole person — mind, body, and spirit.
Trauma Informed
Furness Education Co. uses trauma informed practices, recognising that behaviour communicates needs, and that safety, connection, and trust are fundamental to our work. We make use of curiosity, compassion, attachments, and connection. Our approaches centre on emotional safety, relationships, and co-regulation, so young people feel safe, seen, heard, and supported.
Non-Violent Communication
Drawing on Nonviolent Communication, developed by Marshall Rosenberg, we help young people understand feelings, identify needs, and communicate clearly. This compassionate approach builds empathy, reduces conflict, and supports respectful, connected relationships.
