The R.E.C. “new methodological approach” (Relational and Emotional Competences) highlights the importance of teachers’ relational and emotional competences (REC) and wellbeing in the development/maintenance of supportive teacher-student relationships, effective classroom management and successful social/emotional learning program implementation.

The R.E.C. project aims to develop an innovative methodological approach for teacher training, enriched by the contributions of Modello di Articolazione Intersistemica, M.A.I. (Baldascini 1993) and the exchange between European partners.

The didactic relationship and personality styles, identified by M.A.I, theoretical framework reference for trainers will lead groups of teachers about R.E.C. allows the construction of a relational bridge that takes account of the teachers’/students emotional world in order to promote his learning process.

According to this model, these relational and emotional competences contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, current research suggesting a relationship between R.E.C and teacher burnout and reviews intervention efforts to support teachers’ REC through stress reduction and mindfulness programs.

These competences involve five major emotional, cognitive and behavioral skills: self-awareness, social awareness, responsible decision making, self-management , and relationship management (Zins, Weissberg , Wang, & Walberg, 2004).

The teacher-student relationship reveals a strong evocative power. Sometimes, it wakes in both actors of the relationship, emotional experiences that could interfere on the development of correct teaching and training relationship (Baldascini, 1993), so the “cure” of this relationship must be placed at the centre of the whole educational system.