Abstract
ABSTRACT This study explores and illuminates tutors’ experiences of their teacher-student relationships within one-to-one alternative provision. A positive teacher-student relationship is crucial in enabling students who have been excluded from school, or are at risk of exclusion, to have positive outcomes. Yet, teachers have struggled with the emotional demands of relating to pupils with such challenging behaviour. Interpretative phenomenological analysis (IPA) was used to explore the lived experiences of the teacher-student relationships of six tutors teaching students on a one-to-one basis outside school premises, such as in the students’ homes or local libraries/cafes, as part of a growing aspect of alternative provision. The IPA explored, through the lens of attachment theory, the experience of developing and maintaining these relationships. The study found that the teacher-student relationship was humanistic in nature and fundamental to student engagement in learning. However, tutors did not feel they always had the right skills or support to develop or maintain these relationships. We conclude that an understanding of attachment theory and psychodynamic concepts, together with the availability of reflective supervision, could help tutors optimise their work.
Highlights
Learning is a social process (Vygotsky, 1978), with relationships being fundamental to the educational experience (Giles, Smythe & Spence, 2012)
Pupils in mainstream schools struggling with social, emotional and mental health (SEMH) issues refer to the power of caring teacher-student relationship (TSR) in restoring them to more positive trajectories (Cefai & Cooper, 2010)
Those excluded from mainstream education report TSRs as being the most important factor in assisting them to achieve a range of positive outcomes (e.g. Michael & Frederickson, 2013; Pomeroy, 1999)
Summary
Learning is a social process (Vygotsky, 1978), with relationships being fundamental to the educational experience (Giles, Smythe & Spence, 2012). Malcolm (2019 p.85) agrees, suggesting that “the relationships young people experience in alternative provision are the fundamental base from which all else is built” This view is upheld by the student voice, with students in alternative provision expressing strong TSRs as crucial to re-engagement (Nicholson & Putwain, 2015). Pupils in mainstream schools struggling with social, emotional and mental health (SEMH) issues refer to the power of caring TSRs in restoring them to more positive trajectories (Cefai & Cooper, 2010). Those excluded from mainstream education report TSRs as being the most important factor in assisting them to achieve a range of positive outcomes Those excluded from mainstream education report TSRs as being the most important factor in assisting them to achieve a range of positive outcomes (e.g. Michael & Frederickson, 2013; Pomeroy, 1999)
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