What is 2x10 Relationship Building?
The 2x10 Relationship Building intervention is a simple, intentional strategy for strengthening relationships between an adult (teacher, counselor, clinician, or other staff) and a student. The core practice: pick a student and commit to having a 2-minute conversation with them every school day for 10 consecutive days. These conversations should be brief, personal, and non-academic.
Originally coined the “two-minute intervention” by researcher Raymond Wlodkowski, and later popularized by educator Allen Mendler in his book Connecting with Students, 2x10 is classified as a Tier 2 intervention — meaning it is designed for targeted support of individual students rather than whole-class or school-wide application.
While originally developed for classroom teachers, the 2x10 intervention also holds promise for use by broader school or clinic staff — including counselors, social workers, behavioral specialists, or anyone who interacts regularly with students. The principle remains the same: authentic, consistent small-scale interactions over time.
Why 2x10 Works: Theory and Evidence
Building trust, mattering, and connection
At its heart, 2x10 leverages the power of relational trust. Research and practitioner reports suggest that students who feel disconnected, undervalued, or marginalized can thrive when they feel genuinely seen and heard by a caring adult.
By providing consistent positive attention, empathy, and authentic interest in the student’s life beyond academics, 2x10 can help foster a sense of belonging, emotional safety, and connection. Many students respond well to this kind of attention, especially if they struggle to connect with peers or adults, have difficulty regulating emotions, or exhibit disruptive behavior.
Behavioral and classroom climate improvements
Empirical evidence backs up the benefits of 2x10. Early studies of the two-minute intervention reported reductions in negative behaviors by as much as 85% for targeted students, along with a “spill-over” positive effect on the entire class.
In practical implementations, educators have noted decreased disciplinary referrals, improved student attitudes and engagement, and smoother classroom dynamics. Teachers involved in these efforts often report shifting from reactive discipline to proactive relationship building — creating a more positive, inclusive, and supportive learning environment.
More recently, a study on integrating 2x10 into teacher preparation (for student teachers) found promising results: not only did targeted students show improved behavior, but teacher candidates reported increased valuing of relationship-building as part of effective teaching.
Implementing 2x10: What School or Clinic Professionals Should Know
While 2x10 is conceptually simple, faithful implementation requires fidelity, consistency, and intentionality. The following steps sketch out the core process.
Identify a Student
Choose a student who might benefit from extra adult support: perhaps a student who is disengaged, struggling with behavior or emotional regulation, showing signs of poor connection to peers or adults, or experiencing attendance issues.Schedule a Time
Select a consistent time each day to connect — for example, at the beginning or end of class, during lunch, between classes, or other natural transition periods. Consistency is key.Engage in a Brief, Non-Academic Conversation (≤ 2 minutes)
The focus should be on the student’s interests, life outside school — hobbies, weekend activities, music, pets, aspirations, and so on. Questions like “What was the best part of your weekend?” or “What are you into lately?” invite richer responses; follow-up questions show real interest.Importantly: do not make these conversations about academics, grades, or behavior. They are about building human connection. Adults should also share something personal (appropriate) — modeling openness and authenticity, which helps the student feel safe to share.
Be Consistent for 10 Consecutive School Days
Even if the conversation lasts only 30 seconds, doing it daily for the full 10 days conveys commitment and care — often far more powerfully than a longer, one-time interaction.After 10 Days: Reflect and Maintain
After the initial 10-day period, reflect on any observable changes in the student’s behavior, engagement, emotional state, or relationships. Many practitioners recommend ongoing, though less frequent, check-ins to sustain trust and connection.
Why 2x10 Matters for School and Clinic Professionals — Beyond the Classroom
While 2x10 is most commonly framed for classroom teachers, its value extends to a wide range of school and clinic professionals — counselors, behavioral specialists, social workers, mental health clinicians, support staff, and more. Here’s why:
Emotional Support & Safety: For students facing trauma, anxiety, or behavioral challenges, having a trusted adult who listens — even briefly — can create a sense of safety and belonging often lacking in other aspects of their lives.
Early Intervention & Prevention: 2x10 can serve as a low-intensity, low-cost early intervention. Before referring a student to more intensive counseling or behavioral supports, a simple 2x10 conversation series might help stabilize or improve their engagement, behavior, or mood.
Integration with Other Interventions: Because 2x10 focuses on human connection, it pairs well with other behavioral, social-emotional, or academic interventions. For example, it can complement a broader social-emotional learning (SEL) program, restorative practices framework, or targeted behavior plan.
Feasibility: The time commitment is small. Two minutes per day — over 10 days — is manageable even for busy staff, yet can yield outsized positive impact.
Conclusion: Why the 2x10 Is Relevant and Valuable Today
In an era where schools, clinics, and social-emotional learning (SEL) programs are increasingly acknowledging the role of relationships, trust, and belonging in student success, the 2x10 Relationship Building intervention remains a powerful, evidence-based, and practical strategy. Its strength lies in its simplicity: it doesn’t require extensive training, complex protocols, or large amounts of time. Instead, it asks adults to show up — briefly, consistently, and authentically — for students who might otherwise slip through the cracks.
For school or clinic professionals seeking ways to build stronger connections, support students’ social-emotional needs, and intervene early before behaviors escalate, 2x10 offers a low-cost, high-return starting point. When embedded thoughtfully — with authenticity, consistency, and genuine care — it has the potential to transform not just individual student-teacher relationships, but the broader climate of belonging, trust, and support in a school or clinic community.
Given the mounting evidence and the flexibility of 2x10, it is worth considering as part of a comprehensive strategy for relationship-building, student engagement, and behavioral support.