
A peer-based relational intervention was co-developed by teachers and researchers to enhance social competencies in preschool children across 14 English classrooms. This design-based study compared teacher and child behaviours pre- and post-intervention. Results showed improvements in teacher behaviour, with a shift from directive teaching to supportive observation. Children demonstrated enhanced reciprocal communication, empathic responses, and increased participation in cognitively challenging tasks. The intervention also expanded children’s socially inclusive play and choice of peers. However, the success varied: teachers who actively engaged with the approach saw greater social competence gains among children, while lower engagement correlated with fewer advancements and implementation challenges.
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