Abstract
This study aimed to obtain students’ first-person perspectives of their experience of positive teacher–student relationships (TSRs) in upper secondary school. We also explored their experiences of qualities of TSRs concerning students’ mental health and dropout from upper secondary school. We used a qualitative and participative approach, whereby key stakeholders were included as co-researchers. Seventeen students participated in semi-structured individual interviews and focus groups. Interview data were analysed via thematic analysis. Participants’ experiences were clustered around five themes: (1) it takes two: mutual responsibility in TSRs, (2) don’t be unfair: negative experiences challenge TSRs, (3) talk to us: bonding and problem solving through conversation, (4) help us: adapting to students’ academic and personal needs, and (5) we need kind teachers: the importance of teachers’ demeanour. The findings demonstrated the value of positive TSRs and illustrated the ways in which they promote students’ well-being at school.
Highlights
This study explored students’ experience of teacher–student relationships (TSRs) in upper secondary school
This study examined students’experiences of TSRs in everyday life
Our findings highlight the potential of TSRs and importance of small actions perceived as recognition and kindness in everyday life
Summary
This study explored students’ experience of teacher–student relationships (TSRs) in upper secondary school. Qualities of TSR concerning students’ mental health and dropout have been explored. Positive relationships between adolescents and adults are perhaps the single most important ingredient in the promotion of positive youth development. As schooling is central to adolescents’ lives, previous studies have highlighted the crucial role played by TSRs (Bronfenbrenner & Morris, 1998; Pianta & Allen, 2008). TSRs have been recognized as pivotal to students’ motivation and learning (Hattie, 2009; Nordenbo, Larsen, Tiftikçi, Wendt, & Østergaard, 2008).
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