Relationships for learning: using pupil voice to define teacher−pupil relationships that enhance pupil engagement

Abstract

This paper is a summary of a pupil voice research project conducted to investigate the influence that teacher−pupil relationships have on pupils’ feelings of engagement with their school. The study involved two year groups (12−13 and 14−15 year olds) in a rural secondary school in Cambridgeshire. Data sources were collected through a questionnaire and follow-up focus groups and pupil interviews to explore pupils’ opinions and experiences of learning relationships and their impact. Findings include pupils’ identification of the features of effective teacher−pupil relationships and their perspectives on how these have a positive influence on their levels of motivation and engagement at school.