This paper focuses on how certain aspects of the classroom climate – teaching styles and the teacher-student relationship – affect the development of school alienation, and how school alienation links to two behavioural consequences, namely classroom participation and deviance. School alienation is defined as negative attitudes towards specific academic and social domains of schooling (Hascher & Hadjar, 2018). This paper focuses on alienation from learning and from teachers. As the roots of school alienation can be traced back to early education experiences, we focus on primary schooling. The Luxembourgish primary schooling system is strongly segregated and prone to educational inequalities although it is of a comprehensive nature. It is characterised by a high proportion of students with certain immigrant backgrounds. During the course of primary schooling, teacher expectations change towards a stronger emphasis on achievement and self-reliance, while students develop a need for more autonomy. This goes along with changing teaching practices and student-teacher relationships. Towards the end of primary schooling in Luxembourg, the achievement principle becomes most salient, as students are selected into different secondary school tracks according to their prior achievement. Considering teaching styles, we focus on authoritative teaching (Baker et al., 2009; Dever & Karabenik, 2011) as well as unfair teaching. The paper is based on a mixed-method study on attitudes of students and their experiences in the classroom (SASAL). The quantitative sub-study analyses the effects of teaching styles on alienation from learning and alienation from teachers, as well as the links between these aspects of alienation with classroom participation and deviance as behavioural consequences based on survey data gathered during two waves (grade 4 and grade 5). The qualitative sub-study employs a content analysis approach by analysing group discussions with students (grade 6) in order to examine the characteristics of unjust teaching styles and their impact on students. Quantitative results indicate a positive effect of an unjust teaching style on the development of alienation from learning and alienation from teachers, while a student-centred and supporting teaching style reduces alienation. School alienation functions as a mediator between teaching styles and student behaviour. While alienation from teachers increases school deviance and lowered participation in class, alienation from learning is only (negatively) linked to classroom participation. Qualitative results indicate overall satisfaction of students with their teachers and learning. However, students also report conflicts with teachers linked to unfair and inconsistent teaching styles, teacher’s passivity and overarching observation practices.

Baker, J.A. et al. (2009). The influence of authoritative teaching on children’s school adjustment. Are children with behavioural problems differentially affected? School Psychology International, 30, 374-382. Dever, B. V., & Karabenick, S. A. (2011). Is authoritative teaching beneficial for all students? A multi-level model of the effects of teaching style on interest and achievement. School Psychology Quarterly, 26, 131-144. Hascher, T., & Hadjar, A. (2018). School alienation – Theoretical approaches and educational research. Educational Research, 60, 171-188.