Session Information
99 ERC SES 05 L, Health and Wellbeing Education
Paper Session
Contribution
Background
Adolescents' experiences in the classroom significantly influence their development, with teacher-student relationship (TSR) quality playing a pivotal role in psychological, behavioural, and academic outcomes(1, 2). However, much of the research and almost all TSR interventions focus on early childhood settings, despite the fact that adolescents are at greater risk of experiencing poor quality TSRs(3, 4). Throughout adolescence, many students experience additional stress and vulnerability, which may have a negative impact on mental wellbeing and academic achievement, as well as increased risk of school disengagement(5).
Alarmingly, adolescents are experiencing heightened rates of mental illness and suicidality, with post-COVID-19 estimates surpassing pre-pandemic levels worldwide(6, 7). Emerging evidence has suggested that positive TSRs are an important protective factor and a promising intervention target to improve outcomes for adolescents with adverse childhood experiences(8). In light of the increasing rates of adolescent mental illness, it is more imperative than ever to understand how to improve the quality of TSRs as a vital protective factor.
The value of cultivating positive relationships in the classroom is undeniable, the uncertainty lies in how these relationships are developed and maintained in practice. Evidenced-based practices that are designed to support and guide teachers in forming these relationships are extremely limited.
Theoretical Framework
Traditionally, the landscape of TSR research has found its roots in Attachment Theory. This foundational understanding underscores the pivotal role played by early childhood interactions with adult attachment figures in shaping children's attachment styles—an indispensable element in their social and emotional development (9). However, as children transition to adolescence, the significance of early attachments may diminish, making way for other contextual factors, for example peer relationships (4). A shift in perspective to Self-Determination Theory (SDT) reveals TSRs' potential to enhance student outcomes by addressing innate needs—competency, autonomy, and relatedness (10).
Given the complex nature of psychological phenomena, research on TSRs must incorporate diverse theoretical approaches. Central to both attachment and self-determination theoretical frameworks is the indispensable role of emotional connection and support between teachers and students. Within this conceptual amalgamation, Developmental Systems Theory (DST) emerges as a comprehensive framework for understanding the interplay of various factors influencing the emotional connection between teachers and students, subsequently shaping relationship quality (4). As such, this study proposes DST as an organisational framework in unravelling the nuanced dynamics of TSRs, emphasising three primary components: characteristics of individuals within the relationships, patterns of interaction between teachers and students, and external influences.
The current Study
This study aimed to compare adolescent and teacher perceptions on the facilitators and barriers to developing and maintaining positive teacher-student relationships. Employing an exploratory qualitative inquiry through interviews with both teachers and adolescents, the research delved into their perspectives to fill a crucial void, as previous studies have often neglected the valuable input of students. The overarching goal was to construct a robust framework, rooted in developmental systems theory, exploring the various interconnected factors impacting TSR quality to guide interventions and empower educators in enhancing the quality of these relationships.
While the qualitative nature limits generalisability, this study's international implications address universally relevant education issues. The exploration of TSRs, particularly during adolescence, may impact educational outcomes globally. The study's departure from traditional attachment perspectives enriches understanding, allowing for a nuanced exploration of TSR dynamics during adolescence. This theoretical evolution enriches the discourse on TSRs and opens avenues for innovative interventions that align more closely with the developmental needs of adolescents. In a world where educational challenges and mental health concerns among adolescents are widespread, the study's findings contribute to a global conversation on fostering positive relationships in classrooms, transcending national borders to inform international educational practices and policies.
Method
This study employed an exploratory qualitative inquiry with semi-structured interviews, grounded in the constructivist epistemological stance. Constructivism, emphasising the social and cognitive construction of reality, influenced the research design by recognising the unique perspectives of teachers and adolescents. Interviews enabled participants to share experiences, capturing the richness of viewpoints. The exploratory methodology aligns with constructivist principles, allowing in-depth exploration and organic emergence of themes. Constructivism emphasises the co-construction of knowledge between researchers and participants, recognising that meaning is not fixed but is negotiated through shared understanding. Semi-structured interviews were conducted with 30 adolescents aged between 11-15 years (mean = 12.9 years; SD = 1.1) and 20 secondary school teachers in Western Australia (WA). The schools represented diverse socio-economic areas across metropolitan and regional WA, comprising both government and non-government institutions. Participants were sampled purposively and sample size was determined with careful consideration of information power, ensuring diverse and rich insights relevant to the research question(11). Preliminary data analysis occurred after each interview, and data collection continued until information power was deemed sufficient. The final interviews revealed no new insights, indicating theoretical saturation had been reached. Guided by an interview protocol, drawing insights from literature and refined through community consultation, the semi-structured interviews were designed to address the specific needs of adolescents. Given the challenges in eliciting meaningful responses from adolescents, questions were structured with both open-ended queries and precise prompts. A hypothetical classroom scenario was presented to facilitate discussions. Additionally, a separate interview protocol was employed for teachers. This semi-structured approach provided a consistent framework while allowing flexibility to explore emergent themes based on each participant's unique characteristics. The inductive thematic analytic approach, inherent in constructivist qualitative research, aligns with the study's aim to develop a comprehensive framework rooted in the experiences and perspectives of both teachers and students. Reflexive thematic analysis involves deriving insights and themes directly from the data rather than imposing preconceived categories, allowing for the emergence of new and unexpected findings(12). Following transcription, data was imported to QSR NVivo 12 to facilitate analysis. Transcripts were read line by line to ensure familiarity and data immersion(12). Patterns of response across participants were analysed to generate initial codes which were subsequently collated into themes(12). The identified themes were reviewed and refined through an iterative process(12). To ensure transparency and rigour, all authors independently coded the same transcript. Any coding discrepancies were resolved through discussion with the research team.
Expected Outcomes
In the ongoing analysis of study data, preliminary findings highlight critical factors influencing the quality of TSRs within the framework of Developmental Systems Theory (DST). DST posits that relationships are shaped by interconnected factors including characteristics of individuals involved, patterns of interaction, and external influences. While the final analysis is underway, initial insights illuminate noteworthy aspects in each domain. Individual Characteristics: The personal attributes of both teachers and students emerged as key determinants of TSR quality. For instance, teachers who exhibited empathy, communication skills, and a genuine interest in students' wellbeing fostered positive relationships. Similarly, students' emotional intelligence, engagement, and receptivity to guidance were identified as influential factors. Interaction Patterns: Teachers who employed inclusive teaching methods, encouraged student autonomy, and provided individualised constructive feedback were associated with more positive relationships. Conversely, instances of authoritative teaching styles, using shame and humiliation as punishment, or limited communication hindered the development of a supportive connection. The patterns of interaction reflected not only the pedagogical strategies but also the emotional dynamics within the classroom. External Influences: COVID-19 exacerbated teaching shortages and resource issues, intensifying pressures on educators. Teachers, operating within what some describe as a 'broken system', struggle to find time for positive relationships amid increased workloads. Beyond the need for enhanced relationship education, urgent calls arise for systemic changes and increased support, acknowledging broader socio-economic and contextual factors in the post-pandemic educational landscape. In conclusion, the study's insights into the multifaceted determinants of TSRs underscore the need for tailored interventions. Emphasising the pivotal role of individual characteristics, interaction patterns, and external influences, practical implications extend to targeted teacher training programs, trauma-informed teaching methodologies, and systemic reforms. Implementing these findings in educational practice holds the potential to enhance the quality of TSRs with adolescent students, fostering a supportive environment conducive to positive learning experiences.
References
1.Wang MT, Brinkworth M, Eccles JS. Moderating effects of teacher-student relationship in adolescent trajectories of emotional and behavioral adjustment. Developmental psychology. 2013;49(4):690-705. 2.Keane K, Evans RR, Orihuela CA, Mrug S. Teacher–student Relationships, Stress, and Psychosocial Functioning During Early Adolescence. Psychology in the Schools. 2023. 3.Davis HA. Conceptualizing the Role and Influence of Student-Teacher Relationships on Children's Social and Cognitive Development. Educational Psychologist. 2003;38(4):207-34. 4.Poling DV, Van Loan CL, Garwood JD, Zhang S, Riddle D. A narrative review of school-based interventions measuring dyadic-level teacher-student relationship quality. Educational Research Review. 2022:100459. 5.Rice F, Ng-Knight T, Riglin L, Powell V, Moore GF, McManus IC, et al. Pupil Mental Health, Concerns and Expectations About Secondary School as Predictors of Adjustment Across the Transition to Secondary School: A Longitudinal Multi-informant Study. School Mental Health. 2021;13(2):279-98. 6.Hertz MF, Barrios LC. Adolescent mental health, COVID-19, and the value of school-community partnerships. Injury Prevention. 2021;27(1):85-6. 7.Li SH, Beames JR, Newby JM, Maston K, Christensen H, Werner-Seidler A. The impact of COVID-19 on the lives and mental health of Australian adolescents. European Child & Adolescent Psychiatry. 2022;31(9):1465-77. 8.Keane K, Evans RR. The Potential for Teacher‐Student Relationships and the Whole School, Whole Community, Whole Child Model to Mitigate Adverse Childhood Experiences. Journal of school health. 2022;92(5):504-13. 9.Bowbly J. Attachment and loss. Attachment, Vol. 1. New York: Basic Books; 1969. 10.Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American psychologist. 2000;55(1):68-78. 11.Malterud K, Siersma VD, Guassora AD. Sample Size in Qualitative Interview Studies: Guided by Information Power. Qualitative health research. 2016;26(13):1753-60. 12.Braun V, Clarke V. Using thematic analysis in psychology. Qualitative Research in Psychology. 2006;3(2):77-101.
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