This research paper summarises the findings of a small-scale study that explored the experiences of emotional literacy support assistants (ELSAs) and the children with whom they work. Eight ELSAs and seven children were interviewed and a thematic analysis of the transcripts elicited key themes. The findings indicated that the ELSA-child relationship is central to both ELSAs' and children's experiences of the ELSA programme, and factors that cultivate or hinder the development of this relationship were identified. This research is central to an understanding of ELSAs' and children's perceptions of the ELSA programme and has implications for how the role of ELSAs is conceptualised, and the training and support that educational psychologists provide. The results are discussed with reference to relevant research and suggestions for further research.