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Abstract
This article asks whether a school improvement programme in three provinces in Canada could have any implications for schools in England. Based on experience in a failing school that ‘turned around’, a key feature of the programme was its emphasis on developing respectful social relationships at the same time as strengthening the teaching of curriculum subjects. We summarise the key features of the programme. Next, we discuss questions arising from projects in schools in very diverse provinces in Canada. Finally, we discuss the potential implications for the development of more positive relationships, and improvements in educational progress, in schools in England.