Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes

Journal article

McGrath, Kevin and van Bergen, Penny. (2015). Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes. Educational Research Review. 14, pp. 1-17. https://doi.org/10.1016/j.edurev.2014.12.001
AuthorsMcGrath, Kevin and van Bergen, Penny
Abstract

The student–teacher relationship is critically important: influencing children's academic, social, behavioural and emotional development. While much research has examined the predictors and consequences of the student–teacher relationship across the school years, no review to date has focused specifically on the characteristics and outcomes of students who are already at a heightened risk of experiencing a negative student–teacher relationship. This review explores the characteristics that place students at such risk, the periods throughout schooling when students are most at risk, the influence of previous attachment relationships, including those with other teachers and parents, and the impact that a positive or negative student–teacher relationship can have. It concludes by examining the predictive and protective functions of student–teacher relationships: both for students in mainstream cohorts and for students who are at risk.

KeywordsAttachment; Teacher–student relationships; At-risk children; Adjustment; Behaviour problems
Year01 Jan 2015
JournalEducational Research Review
Journal citation14, pp. 1-17
PublisherElsevier Science BV
ISSN1747-938X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.edurev.2014.12.001
Web address (URL)https://www.sciencedirect.com/science/article/pii/S1747938X14000396
Open accessPublished as non-open access
Research or scholarlyResearch
Page range1-17
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online10 Dec 2014
Publication process dates
Accepted01 Dec 2014
Deposited10 Dec 2024
Additional information

© 2014 Elsevier Ltd. All rights reserved.

Place of publicationNetherlands
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