Abstract
The aim of this study was to obtain parents’ perspectives on the development and importance of teacher-student relationships (TSR) and parental involvement in upper secondary school. The study had a qualitative approach where 14 parents of upper secondary school students were interviewed. The data were analysed via a thematic analysis and organized into three main themes: (1) ‘The multitalented teacher’: mastering school subjects and personal relationships. (2) ‘Parents are responsible’: to support and guide students in teacher-student relationships. (3) ‘Between childhood and adulthood’: students must gradually take on more responsibility. The findings demonstrate that home and school are pivotal contexts in the lives of upper secondary students, and contribute to the development of a tripartite relationship between teacher, student, and parent (TSPR). Parental involvement is described as crucial, especially for students at risk. The study calls for awareness of how positive TSPR in upper secondary school can be developed.
Highlights
Most young people between the ages of 16 and 19 years attend upper secondary school; a large majority of these adolescents live with their parents
The data were analysed via a thematic analysis and organized into three main themes: (1) ‘The multitalented teacher’: mastering school subjects and personal relationships. (2) ‘Parents are responsible’: to support and guide students in teacher-student relationships. (3) ‘Between childhood and adulthood’: students must gradually take on more responsibility
This study is a part of a larger study which focusses on exploring teacher-student relationships (TSR), students’ mental health, and dropout in the context of an upper secondary school in Norway
Summary
Most young people between the ages of 16 and 19 years attend upper secondary school; a large majority of these adolescents live with their parents. Upper secondary schools demand an increased effort in academic complexity and achievement. Many upper secondary school students struggle with these demands as well as motivation, achievement, and mental health issues. Recent research has discovered an association between students’mental health, dropout from upper secondary school and TSR. TSRs serve as both protective and risk factors with regard to student mental health and dropout (Krane, Karlsson, Ness, & Kim, 2016). International meta-studies show that parental involvement and collaboration between schools and parents are significant factors in upper secondary school students’ achievement (Desforges & Abouchaar, 2003; Jeynes, 2007). Home and school are significant contexts in the lives of most young people
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