The relationship between students and their teachers plays a crucial role in academic success, especially for younger children. However, the quality of the teacher-student relationship can vary based on factors such as gender, economic background, and student behaviour.
By Nathalie Côté
Updated in 2019 by Maryline Barrette-Dubé
As early as 2012, researchers from the University of Montreal and the Quebec Institute of Statistics identified these trends through data from Quebec’s Longitudinal Study of Child Development. According to the 2012 report, most teachers and students generally view their relationship positively, but this sentiment declines as students grow older. For instance, 68% of kindergarten teachers reported having a close and warm relationship with their students, compared to just 47% of fourth-grade teachers. Similarly, the percentage of students who said they liked their teacher dropped from 89% in first grade to 75% by fourth grade.
Teachers tend to report more positive relationships with female students, and more girls express fondness for their teachers. This difference could be influenced by the fact that the majority of preschool and early primary school teachers are female. Female teachers may feel a stronger connection to female students and be more comfortable interacting with them. However, the data does not provide enough evidence to confirm this hypothesis.
The same study also highlighted disparities in teacher-student relationships among children from lower-income backgrounds or those with behavioural issues. Teachers generally reported less positive relationships with these groups. This finding is concerning because students from disadvantaged backgrounds who experience caring and supportive relationships with their teachers early on are more likely to view their school environment positively. Furthermore, children with behavioural challenges show better adaptability and academic performance when they have warm relationships with their teachers from the start of their schooling.
Regardless of the child’s background, the confidence and sense of effectiveness a teacher feels has a significant impact on a student’s academic performance by age 10. About 18% to 25% of teachers in the study reported not feeling confident or effective in their interactions with certain students. Providing teachers with professional development and support could help them develop strategies to address the challenges some students present. Early intervention programs that promote behavioural and emotional self-regulation, along with social and cognitive skill development, could also help students establish positive relationships with their teachers.
A study led by Marie-Hélène Véronneau in 2017 found that the relationship students develop with their teacher in the third year of high school positively influences their intrinsic motivation the following year. This finding was replicated the following year, as students transitioned from fourth to fifth year of high school.
This concern extends to primary school teachers as well. In some schools, new instructional methods such as “looping” have been introduced, where the same teacher remains with the same group of students for at least two consecutive years. This practice not only leads to better results in mathematics, reading, and writing but also enriches students’ vocabulary development.
The quality of the teacher-student relationship also reflects student behaviour. According to research on this subject, students who seek their teacher’s approval tend to put in more effort and strive to surpass expectations in their schoolwork. Positive relationships between teachers and students often involve shared motivations, working toward common goals, and informal interactions outside of the classroom.
As the new school year begins, new relationships are formed, new experiences are shared, and both teachers and students learn from each other. Here’s to a great school year, dear educators!
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