Who, when, why and to what end? Students at risk of negative student-teacher relationships and their outcomes

Kevin F. McGrath*, Penny Van Bergen

*Corresponding author for this work

    Research output: Contribution to journalReview articlepeer-review

    123 Citations (Scopus)

    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.

    Original languageEnglish
    Pages (from-to)1-17
    Number of pages17
    JournalEducational Research Review
    Volume14
    DOIs
    Publication statusPublished - 1 Feb 2015

    Keywords

    • Attachment
    • Teacher-student relationships
    • At-risk children
    • Adjustment
    • Behaviour problems

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