Abstract
ABSTRACT This report is based on selected data gathered as part of an international project with 2968 South Australian and 5377 Japanese students (10 to 15 years of age). Comparisons between the two countries highlight similarities in the different levels of perceived support from teachers, parents and peers as students progress through the lower to higher year levels at school. The focus of the analyses presented here is on the link between support from teachers and the well-being of students, while the project also considers support from parents and peers. In addition, this paper summarises the literature as to possible barriers to the maintenance of quality teacher-student relationships as students progress through the higher years of middle school settings.
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