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This place works because it feels like a teenager's bedroom. It's exactly how we like it. We've picked the colours, we've got our photos all over the place. (Home Fae Home)
Physical spaces strongly influence how we feel. They can reflect or even shape our emotions and how we connect with others. Imagine being somewhere cosy and warm, like a café with soft lighting and comforting smells—how does that make you feel? Now think about a busy, cold train station with bright lights and signs—how is that different? Often, we don’t notice these details consciously, but they still affect us. Spaces that feel good usually go unnoticed because they feel natural and welcoming. But when something feels wrong—like a flickering light or broken furniture—it can make us uncomfortable or on edge.
Spaces don’t just affect feelings—they send messages about what is expected of people. For example, if a public bathroom uses blue light, this signals attempts to prevent drug use, which assumes something about the people using it. Sometimes assumptions can be helpful, like using plastic cups with toddlers to prevent accidents. But they can feel negative or unfair. Some examples young people point out include:
Being aware of these assumptions can help us understand how spaces might make young people feel unwelcome or mistrusted.
What can you do to create spaces or what should you be looking for in finding spaces for young people that feel safe, welcoming, and respectful? Start by noticing what assumptions the environment might be making about the people who use it. Even if some things can’t be changed easily, it’s important to talk openly with the young people about how the space feels to them. Here are some steps to try:
By paying attention to physical spaces and how they feel, you can help create environments that support positive relationships and emotional wellbeing.
This Action research project in Dundee involved young people in co-designing a trauma informed community based youth space, in the Home Fae Home project
*Relationship-based practice is an approach that prioritises building trusting, consistent, and empathetic relationships as the foundation for support. *It recognises that meaningful change and positive outcomes are more likely when young people feel valued, understood, and safe in their interactions with adults. *It focuses on the quality of the human connection rather than solely on procedures, emphasising active listening, authenticity, and mutual respect.
*Trauma-informed practice recognises how common trauma is, and how deeply it shapes young people’s development, behaviour, and relationships. *It aims to create safety, avoid re-traumatisation, and promote resilience and healing. *Early experiences leave lasting marks on body and mind. Trauma-informed practice takes this knowledge and applies it so practitioners and organisations can build safe, healing spaces.
Introductions matter — when, how, and where they happen can shape a young person’s entire experience of transition. For young people in care, transitions are often the most difficult times, especially when they involve changes in trusted relationships. This guide looks at how to approach introductions and referrals through the lens of relational practice, focusing on building trust and avoiding unnecessary stress.
What do IT systems and relationships have in common? Both usually run in the background and are easily taken for granted. Yet, IT systems can have a big influence on the quality of relationships and relational practice in general.
One of the first things you learn when you start your job is when you need to arrive and when you need to leave. Have you ever considered that the pattern of your work affects the relationships you are building?
Organisational values influence the working culture. They can inspire workers to follow the organisation's mission. However, for them to have an impact they need to be developed with staff and young people.
It is important to keep learning and growing. Recognise your staff’s value and expertise by developing internal training and discussion sessions. Enable staff to learn and train more. Training should not be a tick-box exercise but a place for growth and reflection.
As is often said, hurt people hurt people – it is even more important to consider the flipside: supported people support people. Working with young people and caring for them can be a demanding role, especially in under-resourced and stressful environments. A truly relational organisation also invests in the relationships between managers and staff, creating a positive environment for everyone.
Relationships are shaped by the culture of organisations. Sometimes one person who ‘doesn’t get it’ can create relational barriers for an entire team. So, it’s easy to see why recruiting the right people is critical to create and maintain a relational organisation.
Strong relationships take time, effort, and trust. For young people with care experience, this can be more complex, requiring patience, consistency, and a clear sense of boundaries. With the right approach, you can build positive, lasting connections that support the young person’s growth and relational skills.
Relationships are essential to all parts of life and encompass both our professional and personal lives. They are a vital part of the support networks for our young people and the stronger the relationship the better we can all do our jobs, perhaps making them feel less like a job and more like a vocation. And perhaps more importantly, the stronger the relationship the more important a young person might feel.
