23 Trust and communication: Foundations for positive relationships

“Hoy and Tschannen-Moran (1999) defined trust as, “an individual’s or group’s willingness to be vulnerable to another party based on the confidence that the latter party is benevolent, reliable, competent, honest, and open” (p. 189).  In opposition to trust is distrust that Schultz (2019) described for schools in three categories: relational (interpersonal), structural (top-down decision-making), or contextual (historical interactions) distrust. There are multiple networks of relationships in schools that rely on trust to be successful. In schools, trust can manifest in relationships between students and teachers, teachers and caregivers, caregivers and administration, and administration and teachers. Success in each of these relationships relies on a bilateral trust in which both parties are able to be simultaneously vulnerable and confident in the behavior of the other. For example, in a trusting relationship between caregivers and professionals, caregivers display vulnerability by leaving their child’s education, as well as physical and psychological safety in the hands of other adults. At the same time, caregivers show confidence in professionals’ skills and  ability to keep their child safe.

It’s important to consider the various relationships between children and their caregivers. Some caregivers have cared for that child their whole life, and some are in a new role as caregiver. Some caregivers grew up within the dominant community culture, some are members of underestimated or underrepresented communities, and some may be new to the community. Trust manifests in schools, agencies, and clinics when educators and clinicians respect caregivers.

The relationships between children and professionals also depend on trust, vulnerability, and respect. When adults demonstrate trust, they provide children a sense of responsibility and autonomy.