As an example, the climate and culture of a school is movingly written about by Short (2007: 102) when she describes the transformation in her daughters when they were moved from an outcomes-driven school to one whose ethos was grounded in respect for children and adults and the development of optimal confidence and self-esteem, fostered through good adult-child pedagogical relationships. David (2007: 144) also points out, citing Anderton, that ‘further advances in research are indicating that it is loving interactions with familiar, significant others (children as well as adults) which stimulate the production of certain brain-influencing chemicals in the blood stream’. This claim makes yet another crucial link for us all in considering relational pedagogy. David (2007: 145) importantly goes on to say that practitioners:
must be capable not only of examining those endogenous (within the child/ intra-child) and exogenous (outside the child – contextual or environmental) processes, they must also be able to analyse whether or not social policies are informed by that knowledge.