Enhancing teacher-student relationship quality: A narrative review of school-based interventions |
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| Affiliation: | 1. Appalachian State University, Reich College of Education, 325A College of Education, Boone, NC, 28606, USA;2. Appalachian State University, Reich College of Education, 426A College of Education, Boone, NC, 28606, USA;3. University of Vermont, College of Education and Social Services, 451 Waterman Hall, 85 S. Prospect, Burlington, VT, 05405, USA;4. Appalachian State University, Reich College of Education, 412J College of Education, Boone, NC, 28606, USA;5. University of Florida, Department of Special Education, School Psychology, Early Childhood Studies Norman Hall, Rm. 2-170, 618 SW 12 Street, PO Box 117050, USA;1. Australian Catholic University, Institute for Learning Sciences & Teacher Education, 115 Victoria Parade, Fitzroy, VIC, 3065, Australia;2. University of Oxford, Department of Education, 15 Norham Gardens, Oxford, OX2 6PY, UK;3. Monash University, Faculty of Education, Wellington Road, Clayton, Victoria, 3800, Australia;4. Deakin University, Faculty of Arts and Education, SoE Arts and Education, 75 Pidgons Road, Waurn Ponds, Victoria, 3216, Australia;5. Health and Social Care Improvement and Implementation Science, Health and Social Care Unit, 553 St Kilda Road, School of Public Health and Preventive Medicine Monash University, Melbourne, VIC, 3004, Australia;1. Department of Preventive Dentistry, Periodontology and Cariology, University Medical Center Göttingen, Germany;2. Division of Medical Education Research and Curriculum Development, Study Deanery of University Medical Center Göttingen, Germany;3. Department of Cardiology and Pneumology, University Medical Center Göttingen, Germany;4. Institute for Medical Education, University Hospital Bonn, Germany;1. ACU Engagement, Australian Catholic University, Melbourne, Australia;2. The Steans Center, DePaul University, Chicago, USA;1. Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong, China;2. Facultad de Psicología y Educación, Universidad de Deusto, Bilbao, Spain;3. IKERBASQUE, Basque Foundation for Science, Bilbao, Spain;4. Department of Psychology and Educational Sciences, KU Leuven, Belgium |
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| Abstract: | There is a large body of cross-sectional and longitudinal research that demonstrates the link between high-quality teacher-student relationships and numerous beneficial student outcomes such as reduced problem behavior, increased academic achievement, enhanced school engagement, and improved social standing among peers. Much less is known, however, about specific interventions that target teacher-student relationship quality. This article provides a comprehensive and integrative review of the literature on school-based interventions that included an outcome measure of teacher-student relationship quality. Our synthesis of 24 studies revealed four approaches targeting teacher-student relationship quality by (a) increasing closeness; (b) decreasing conflict; (c) promoting social-emotional learning; and (d) emphasizing relationship-driven classroom management. For each approach we describe the relationship building mechanisms, intervention components, effects, and conclusions. A final discussion includes common elements across intervention approaches, limitations and suggestions for future research, and implications for teacher training. |
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| Keywords: | Teacher-student relationships Literature review Attachment Intervention |
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