Corona-related future anxiety and well-being among school-aged children: the relevance of social integration and the student-teacher relationship

Prior research has demonstrated that teacher-student relationships characterized by high levels of closeness and low levels of conflict are associated with higher levels of academic achievement among children. At the same time: (a) some research suggests that the quality of teacher-student relationships in part reflects the quality of early caregiving, and (b) the observed quality of early care by primary caregivers robustly predicts subsequent academic achievement. Given the potential for associations between teacher-student relationship quality and academic achievement to thus be confounded by the quality of early parenting experiences, the present study examined to what extent children’s experiences in early life with primary caregivers (i.e., ages 3 to 42 months) and relationships with teachers during grade school (i.e., Kindergarten to Grade 6) were uniquely associated with an objective assessment of academic achievement at age 16 years in a sample born into poverty (N = 267; 45% female; 65% White/non-Hispanic; 41% of mothers did not complete high school). Early maternal sensitivity, though a strong predictor of later academic achievement, was not reliably associated with either teacher-reports or interview-based assessments of teacher-student relationship quality in grade school. Nonetheless, early maternal sensitivity and teacher-student relationship quality were each uniquely associated with later academic achievement, above and beyond key demographic variables. Taken together, the present results highlight that the quality of children’s relationships with adults at home and at school independently, but not interactively, predicted later academic achievement in a high-risk sample.

Childhood antisocial behaviour has been associated with poorer teacher-student relationship (TSR) quality. It is also well-established that youth with antisocial behaviour have a range of emotion-related deficits, yet the impact of these students' emotion-related abilities on the TSR is not understood. Furthermore, the addition of the Limited Prosocial Emotions Specifier in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) indicates that understanding the role of callous-unemotional (CU) traits for youth with antisocial behaviour problems is of particular importance. The aim of this study was to investigate the association between antisocial behaviour difficulties and the TSR by examining the influence of emotion-related abilities and CU traits. Twelve teachers from 10 primary schools provided anonymized information on 108 children aged 6-11years. Antisocial behaviour was associated with higher teacher-student conflict (but not closeness) as well as higher emotion lability/negativity and lower emotion understanding/empathy. Emotion lability/negativity was associated with higher teacher-student conflict (but not closeness), and emotion understanding/empathy was associated with lower teacher-student conflict and higher closeness. CU traits were associated with higher teacher-student conflict and lower teacher-student closeness (controlling for antisocial behaviour more broadly). We found no evidence of a moderating effect of CU traits or emotion-related abilities on the association between antisocial behaviour and TSR quality. Interventions for behaviour difficulties should consider teacher-student relationships in the classroom. Strategies which aim to improve teacher-student closeness as well as reduce teacher-student conflict may be of particular value to students with high CU traits.

This study examined whether student–teacher relationship quality at the individual level and student–teacher relationship quality and peer climate at the class level were associated with being a bully, a victim, a bully/victim, or uninvolved in school bullying, controlling for gender, age, socioeconomic status and immigrant background at the individual level and socioeconomic status at the class level. Data from the Swedish Health Behavior in School-Aged Children (HBSC) survey from 2017/2018 were analyzed. In the current study, a sample of 3,578 students from 213 school classes was included. The findings showed that student–teacher relationship quality at the individual level was associated with a lower probability of being a bully, a bully/victim, or a victim compared to being uninvolved. In addition, class climate at the class level was associated with a lower probability of being a bully/victim or a victim compared to being uninvolved. Supportive class climate and student–teacher relationship is thus important dimensions to focus on in the everyday bullying prevention in school.

A longitudinal study of student–teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence

Student-teacher relationship (STR) quality during the early school years has important implications for student adjustment and outcomes. Studies with typically developing (TD) children have identified links between parent behaviors and STRs, but these connections remain unexplored for children with autism spectrum disorder (ASD). The present study investigated relationships between observed parent behaviors during a shared literacy task and STRs one year later for 117 children (ages 4-7) with ASD. Children whose parents displayed more intrusiveness had poorer-quality STRs. Further, parent intrusiveness mediated the predictive relationship between child spoken language skills and STR quality. These results suggest that parent intrusiveness plays an important role in the development of STRs for young children with ASD. Implications for intervention and research are discussed.

Introduction The Prosocial Classroom Model theorizes that teachers’ emotional competence influences student outcomes through indirect pathways, with teacher-student relationships representing one key mediating pathway. However, empirical evidence testing these specific mediation mechanisms for students’ social integration remains limited. Methods Using multilevel mediation analysis, we examined direct and indirect associations between teachers’ emotional competence and students’ social integration in a sample of 43 first-grade teachers and 618 students across 18 German elementary schools. Teachers’ emotional competence was assessed via self-report (EKF), social integration through students’ self-perception (FEESS) and peer nominations, and teacher-student relationship quality from students’ perspectives (SPARTS). Results Teachers’ emotional competence showed no significant direct associations with any social integration indicator. However, multilevel mediation analyses revealed a significant indirect pathway through teacher-student closeness for students’ self-reported social integration (indirect effect = 0.022, p = 0.046), while the total effect reached significance ( p = 0.048). No mediation effects emerged for peer-nominated acceptance or rejection, indicating construct-specific pathways. Discussion These findings provide initial empirical support for the Prosocial Classroom Model’s core proposition that teachers’ emotional competence relates to student outcomes primarily through relationship-mediated rather than direct pathways. While effect sizes are small, results suggest that interventions targeting teachers’ emotional competence may enhance students’ self-perceived social integration by improving teacher-student relationship quality. The differential effects across self-report versus peer-nomination measures highlight the complexity of social integration processes in elementary classrooms.

This systematic review examines the teacher-student relationship (TSR) from an attachment perspective and explores its impact on academic (dis)engagement, (under)achievement and Early School Leaving (ESL) over time. It addresses two objectives: (1) examining the longitudinal influence of TSR on academic outcomes and (2) assessing its effect on vulnerable student populations, including those facing Social Vulnerabilities (e.g., students from ethnic minorities, migrant backgrounds, or living in low socioeconomic conditions), Special Needs (e.g., disabilities or learning difficulties), and Mental Health issues. Additionally, the review considers how individual characteristics such as gender may shape the quality and impact of TSRs. A total of 37 longitudinal studies from ERIC, Academic Search Complete, Scopus and Web of Science were analyzed, using the PRISMA guidelines to ensure transparency and replicability. The results revealed significant associations between the quality of TSR and academic (dis)engagement over time, with smaller effects on academic (under)achievement. Mixed results were found regarding gender. Students from low socioeconomic status, minority backgrounds, and those with mental health challenges experienced poorer TSR, which in turn led to poorer academic outcomes in the long run. For Special Needs students, positive TSRs supported behavioral engagement and academic achievement, while poor relationships were linked to increased conflict and risk of disengagement. The review underscores the importance of supportive and responsive teacher-student interaction in fostering a conducive learning environment over time, especially for vulnerable students. Additionally, it suggests that enhancing TSR quality can act as a protective factor against disengagement and underachievement, thereby reducing the risk of ESL. These findings highlight the need for targeted interventions to improve TSRs, particularly for students at higher risk of educational exclusion. Overall, the study provides a comprehensive understanding of how TSRs influence various academic outcomes over time, offering valuable recommendations for educators and policymakers to support vulnerable student populations.

Objective: This study aimed to examine the mediating role of teacher–student relationship quality in the relationship between school climate and academic resilience among Egyptian high school students. Methods and Materials: A descriptive correlational design was employed involving 360 high school students from Egypt, selected based on Krejcie and Morgan’s sample size table. Standardized self-report questionnaires were used to measure perceived school climate, teacher–student relationship quality, and academic resilience. Descriptive statistics and Pearson correlation analyses were conducted using SPSS version 27, while Structural Equation Modeling (SEM) was performed in AMOS version 21 to test the hypothesized mediating model. Model fit indices, as well as total, direct, and indirect path coefficients, were calculated to assess the validity of the proposed relationships among variables. Findings: The results indicated that school climate was significantly associated with academic resilience (r = .53, p < .001), and with teacher–student relationship quality (r = .61, p < .001), which in turn was significantly correlated with academic resilience (r = .66, p < .001). SEM results showed a good model fit (χ²/df = 1.97, CFI = 0.96, RMSEA = 0.052), with school climate having a significant direct effect on both teacher–student relationship quality (β = 0.61) and academic resilience (β = 0.22). Importantly, teacher–student relationship quality significantly mediated the effect of school climate on academic resilience, with an indirect effect of β = 0.34 and a total effect of β = 0.56. Conclusion: The findings highlight the crucial role of relational dynamics in translating institutional support into student psychological strengths. Interventions aimed at improving school climate should also prioritize strengthening teacher–student relationships to effectively enhance academic resilience in adolescents.

Previous studies have verified that teacher-student relationship quality has a positive effect on students’ academic engagement. Few studies, however, have examined whether school psychological capital mediates the linkage between teacher-student relationship and academic engagement. The present study aimed to examine the mediated role of school PsyCap between teacher-student relationship and academic engagement in a sample of 986 Chinese college students in their English as a foreign language (EFL) learning. Having controlled for gender and family resources, structural equation modelling (SEM) analysis was conducted to explore the predictive effect of the teacher-student relationship on academic engagement via mediator of school PsyCap. Results showed that the teacher-student relationship predicted school PsyCap. School PsyCap, in turn, predicted EFL learners’ academic engagement. The present study provides evidence for the linkage between teacher-student relationship and academic engagement and contributes to the literature by uncovering the mediator mechanism between these two constructs. Both theoretical and practical implications are discussed.

IntroductionThis study delves into the intricate synergy between teacher mindfulness and the quality of teacher-student relationships, with a specific and deliberate focus on the mediating influence of emotional intelligence. The way teachers engage with their students not only impacts the learning outcomes but also contributes significantly to the overall classroom atmosphere. Understanding the underlying mechanisms that drive these relationships is crucial for educators and policymakers alike. This research seeks to shed light on these critical dynamics.MethodsTo investigate this multifaceted interplay, a participant pool of 369 Chinese English teachers was assembled. The research employed a comprehensive approach to data collection, utilizing self-report questionnaires completed by the instructors. Structural equation modeling, a robust statistical technique, was employed to rigorously analyze the collected data.ResultsThe data analysis unveiled a robust and direct association between teacher mindfulness and the quality of teacher-student relationships. Beyond this primary link, a noteworthy revelation emerged: emotional intelligence, as measured through our analysis, was identified as a pivotal mediating factor in this relationship. This finding highlights the intricate web of emotions, awareness, and interpersonal interactions that underpin effective teaching and positive teacher-student relationships.DiscussionThese significant findings underscore the critical roles of teacher mindfulness and emotional intelligence in shaping the educational landscape. The implications of this study reach far beyond academia, extending to the development of tailored educational interventions and support strategies.

Although the significance of teacher-student relationships for children's development has long been of interest to developmental scientists, few prior studies have used modeling approaches that explicitly document the intraindividual, dynamic processes that link teacher-student relationships with children's adjustment. The present study used bias-adjusted Student-Teacher Relationship Scale (Pianta, 2001) scores to document the within-person developmental processes that link teacher-student relationship quality with key developmental outcomes (including social competence, academic competence, and externalizing and internalizing symptoms) from kindergarten through Grade 6. Data were drawn from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,041; 80.4% White, 12.9% Black, 6.1% Hispanic; 31.5% of mothers had a high school diploma or less). Within- and between-person bivariate associations were estimated using a series of latent curve models with structured residuals. Findings revealed consistent within-year associations with both school and home adjustment. Longitudinal findings suggested that within-person variations in teacher-student relationship quality are associated with subsequent academic functioning and externalizing symptoms. Furthermore, analyses suggested that social competence, academic competence, and externalizing symptoms are associated with subsequent teacher-student relationship quality. Results highlight the dynamic, bidirectional interactions between teacher-student relationships and children's social, academic, and behavioral trajectories over time. Future studies are needed to explore teacher-student relationships and adjustment at different timescales and to understand the extent to which teacher-student relationships are impactful for different students at various levels of developmental risk. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The present study examined the relation between teacher ratings of student social functioning and academic performance and teacher-student relationship quality. Data were collected from 230 students and 20 teachers in two high-poverty, low-performing schools in a large urban school district in the Midwest. Students were 93% African American. Teachers were 47.4% African American. Results indicated that the level of externalizing and prosocial behaviors demonstrated by students in kindergarten through third grade significantly influenced the student-teacher relationship quality as measured by the Student-Teacher Relationship Survey-short form. Teacher perceptions of students’ externalizing and prosocial behaviors were influenced, in part, by teacher race. Teacher-student relationship quality had a clinically significant effect on teacher academic ratings of children. Although not conclusive, results seem to indicate a link between externalizing behavior problems and poor student-teacher relationship ratings. Poor student-teacher relationship quality, in turn, is associated with lower academic ratings. Further investigation using larger sample sizes that allow more sophisticated analyses are needed.

In this conceptual article, we integrate existing literature on early school transitions, ecological systems theory, and student-teacher relationships to propose a framework for investigating the transition to school for children with autism spectrum disorders (ASD). A review of the literature suggests that the quality of early student-teacher relationships may play an important role in this process for young children with ASD. Factors important in predicting student-teacher relationship quality, and ultimately, early school outcomes, are derived from the existing literature, which is heavily focused on the experiences of typically developing children. Hypothesized direct effects of child characteristics, teacher factors, classroom/school characteristics, and parent-school connectedness on student-teacher relationship quality are set forth. Potential moderators of the relation between student-teacher relationship quality and child outcomes are proposed, including child cognitive functioning, child relationships with other school staff, classroom placement, and parent involvement. Continued research on these factors will help identify malleable targets for school-based intervention with teachers and children with ASD to enhance student-teacher relationship quality and, in turn, school adjustment for this student population.

Teacher-student relationships and mental health help seeking behaviors among elementary and secondary students in Ontario Canada

The quality of teacher-student relationships (TSRs) has been shown to predict various academic and social, emotional, and behavioral outcomes for adolescent students and is also one of the most important aspects of teacher wellbeing. Therefore, measures of TSRs are essential for schools as they provide insight into the quality of these relationships. Many theoretical frameworks have been used to explain the importance of TSRs, yet conceptualizations of TSRs in the literature have narrowly focused on Western cultures. Thus, the purpose of this study was to explore the varied conceptualizations of TSRs across cultures by examining the items across student and teacher-reported measures of adolescent TSRs. A review of the literature identified 25 rating scale measures of TSRs that had been specifically developed and validated for use with adolescents across Asia, Europe, and North America. Thematic analysis suggested six major themes that are relevant to adolescent TSRs: positive teaching qualities; negative interpersonal interactions; classroom management; instructional methods; positive student qualities, and classroom climate. How these themes were conceptualized, however, varied by geographic region.