Who,when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes |
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| Institution: | 1. Groep Gezondheid en welzijn, University Colleges Leuven-Limburg, Herestraat 49, 3000 Leuven, Belgium;2. Educational Sciences Department, Vrije Universiteit Brussel (VUB), Pleinlaan 2, 1050 Brussels/Elsene, Belgium |
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| Abstract: | The student–teacher relationship is critically important: influencing children's academic, social, behavioural and emotional development. While much research has examined the predictors and consequences of the student–teacher relationship across the school years, no review to date has focused specifically on the characteristics and outcomes of students who are already at a heightened risk of experiencing a negative student–teacher relationship. This review explores the characteristics that place students at such risk, the periods throughout schooling when students are most at risk, the influence of previous attachment relationships, including those with other teachers and parents, and the impact that a positive or negative student–teacher relationship can have. It concludes by examining the predictive and protective functions of student–teacher relationships: both for students in mainstream cohorts and for students who are at risk. |
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