The Differential Role of Classroom Working Alliance in Predicting School-Related Outcomes for Students With and Without High-Incidence Disabilities

Abstract

Although quality of the teacher–student relationship contributes to school adjustment, students who experience difficulties appear to be least likely to benefit from positive interactions with their teachers. It was of interest to explore a broadened conceptualization of teacher–student relationship that considers both emotional connection and collaborative partnership—classroom working alliance—among students with high-incidence disabilities. This study sought to examine ratings of classroom working alliance for students with and without disabilities, as well as the interaction of disability status with teacher- or student-rated alliance variables in predicting school-related outcomes. Results revealed that teachers had more negative perceptions of their alliances with students with disabilities. Strong working alliance, as rated by the teacher, predicted positive social and behavioral outcomes for all students. Furthermore, students’ ratings of the collaborative elements of alliance were found to predict greater academic competence and school satisfaction for students with disabilities when compared with their peers.