Abstract
The article addresses the issue of interaction between teachers and students in the context of primary schools with varying levels of representation of students experiencing social disadvantage. The research was conducted on a sample of 479 students from grade 6 to grade 9 of selected primary schools, utilizing the standardized questionnaire "Teacher-Student Interaction" (Gillernová and Krejčová, 2011). The obtained results can serve as a basis for revising educational strategies in schools with above-average representation of students facing social disadvantage and as a launching pad for further research.
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