Evaluating the impact of Rtime: An intervention for schools that aims to develop relationships, raise enjoyment and reduce bullying

Abstract

Developing social and emotional well-being amongst children and young people is part of national educational policy (e.g. Department for Education and Skills (DfES), 2004; Department for Children, Schools and Families (DCFS), 2008). A relatively recent intervention known as ‘Rtime’ (Sampson, 2004) appears to be able to improve relationships in school and at the same impact upon reducing bullying behaviours and raising enjoyment. Rtime is a 15-minute, weekly, structured relationship programme where children work in random pairs on a co-operative activity, incorporating time to greet and thank each other. The aim of this study was to research whether Rtime really did have the effects on children that it claimed. The study took place in 21 educational settings within a city in the south-west of England with 149 school-aged participants from Foundation to Key Stage 3 from both mainstream and specialist educational settings. The participants completed a questionnaire that investigated the above themes. Overall, the statistical analysis of the questionnaire responses suggested that Rtime had made a significant positive impact on children’s development of relationships and friendships and contributed to some changes in the children’s perceptions of bullying and enjoyment at school. Teachers reported that Rtime had made an impact on collaborative working, manners and general social skills. It is concluded that Rtime is a valuable programme that promotes significant positive changes in classrooms and schools consistent with national initiatives.