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Jessica Wimmer; Samantha Coyle-Eastwick; Jeremy K. Fox; Sally Grapin – Psychology in the Schools, 2025
Social support has been consistently identified as a protective factor for youth. Two competing models have been proposed regarding the role of social support: one in which social support provides benefits for all youth (General Benefits) and one where youth undergoing stress are especially protected (Stress-Buffering). While the General Benefits…
Descriptors: Behavior Problems, Stress Variables, Social Support Groups, Models
Stacy N. McGuire; Victoria J. VanUitert – Early Childhood Education Journal, 2025
Behavior is a form of communication. For many young children, they may engage in certain behaviors to consciously or subconsciously communicate a need to access something, such as a desired adult or peer, sensory stimulation, or a tangible item. Other times, children may engage in a behavior to escape or avoid something, such as a particular…
Descriptors: Student Behavior, Identification, Misconceptions, Young Children
Kristy Hynes; Tracy Gershwin; Jason Robinson; Chrissa Mitchell – Beyond Behavior, 2025
Meaningful student-teacher relationships form a crucial foundation for teachers to deliver effective interventions leading to better outcomes for students with challenging behavior. By implementing simple recommendations for facilitating genuine and intentional interactions with students and regulating their own emotional responses, teachers can…
Descriptors: Teacher Student Relationship, Interaction, Behavior Problems, Student Behavior
Exploring Links between Social Competence, Immigrant Background, and Children's Preschool Adjustment
Federica Zava; Stefania Sette; Giovanni Maria Vecchio; Fiorenzo Laghi; Emma Baumgartner; Robert J. Coplan – Early Education and Development, 2025
Research Findings: In the present study, we investigated the roles of children's social competence and immigrant background in the prediction of the quality of children's relationships with peers and teachers and school adjustment. Participants were N = 212 children (M[subscript age] = 58.32 months, SD = 10.72; n = 98 with an immigrant background)…
Descriptors: Interpersonal Competence, Immigrants, Peer Relationship, Teacher Student Relationship
Kalum S. Bodfield; Philip Carey; David W. Putwain; Avril Rowley – Pastoral Care in Education, 2025
Teacher responses to student behaviour directly influence numerous factors including student self-concept and later behaviour. Students with SEND tend to have a worse self-concept than their neurotypical peers, perhaps due to teacher expectations being lower and this informing the feedback given. However, the potential link between teacher…
Descriptors: Behavior Problems, Classroom Techniques, Teacher Student Relationship, Self Concept
Christina Odescalchi; Lisa Paleczek; Barbara Gasteiger-Klicpera – European Journal of Special Needs Education, 2025
Although social participation is considered a major facet of inclusion it proves to be particularly challenging for students with social, emotional or behavioural difficulties (SEBD). To avoid the latter's exclusion it is crucial to focus on possible ways of improving the school setting for such learners. Teachers are seen as key actors in…
Descriptors: Elementary School Teachers, Teacher Competencies, Social Development, Emotional Development
Iheoma U. Iruka; Breanna Dede; Susan M. Sheridan; Natalie Koziol; Lisa Knoche; Amanda Witte – Grantee Submission, 2025
This study examined the unique and interactive effects of teacher-child relationships and classroom quality on PreK to Grade 1 children's reading and math achievement, social skills, and problem behaviors, as well as whether these relationships differed by children's race and ethnicity. Based on data from 192 children (18.23% Black, 8.33% Latine…
Descriptors: Teacher Student Relationship, Classroom Environment, Preschool Education, Kindergarten
Shanyan Lin; Claudio Longobardi; Sofia Mastrokoukou; Matteo Angelo Fabris – School Psychology International, 2025
The association between the quality of teacher-student relationships and children's psychological adjustment has been mainly studied in Western countries; however, this research topic is gaining more interest in Eastern countries. Based on attachment theory and empirical evidence, this cross-sectional study examined the relationship between…
Descriptors: Foreign Countries, Bullying, Victims, Teacher Student Relationship
Kristen L. Granger; Jason C. Chow; Alexandra Montesion; Jean M. Stouffer; Kevin S. Sutherland; Maureen A. Conroy – School Mental Health, 2025
In early care and education settings, children who display challenging behaviors tend to have higher rates of conflict with their teachers than children without such problems. This proof-of-concept study examines the extent to which early childhood teacher's classroom management self-efficacy is associated with conflictual teacher-child…
Descriptors: Classroom Techniques, Teacher Student Relationship, Self Efficacy, Conflict
Iheoma U. Iruka; Breanna Dede; Susan M. Sheridan; Natalie Koziol; Lisa Knoche; Amanda Witte – Psychology in the Schools, 2025
This study examined the unique and interactive effects of teacher-child relationships and classroom quality on PreK to Grade 1 children's reading and math achievement, social skills, and problem behaviors, as well as whether these relationships differed by children's race and ethnicity. Based on data from 192 children (18.23% Black, 8.33% Latine…
Descriptors: Teacher Student Relationship, Classroom Environment, Preschool Education, Kindergarten
Richard O. Welsh – Harvard Education Press, 2025
Richard O. Welsh takes on the school discipline crisis in "Suspended Futures," delineating the persistent racial disparities in how educators perceive and respond to the behavior of students. Welsh offers a framework for disrupting and dismantling a disciplinary system that disproportionately disadvantages students of Black, Latinx, and…
Descriptors: Race, Educational Practices, Discipline Policy, Educational Change
Sophie C. Alsem; Femke van den Brink; Christina Hoogendijk; Nouchka T. Tick – Journal of Research in Special Educational Needs, 2025
High-quality teacher-student relationships are related to a wide range of positive student outcomes, especially in students with special educational needs. To enable tailored support to help teachers engage in positive relationships with these students, it is important to identify and understand the different types of teacher-student relationships…
Descriptors: Teacher Attitudes, Teacher Student Relationship, Student Attitudes, Special Education Teachers
Sarah Hurwitz; Kane Carlock; Blaine Garman-McClaine – Psychology in the Schools, 2025
This study investigated special education teachers' experiences during the COVID-19 pandemic. Through qualitative, semi-structured interviews, 15 educators shared detailed reports of how efforts to reach students strained their mental health. They felt stressed due to frequently changing expectations and pressure to comply with federal special…
Descriptors: COVID-19, Pandemics, Special Education Teachers, Teacher Persistence
Georgia Kefala; Juan Manuel Muñoz González; María Dolores Hidalgo Ariza – Educational Process: International Journal, 2025
Background/purpose. It has been established that students with special educational needs should have equal opportunities for learning with the rest of the formal developmental students in a common school, regardless of their characteristics or difficulties. In an environment that promotes normal physical and emotional well-being, mental…
Descriptors: Foreign Countries, Students with Disabilities, Interpersonal Competence, Skill Development
Kandace W. Mossing; Tai A. Collins; Daniel S. Newman; Kathleen A. King; Jordan F. Pollard – Journal of Educational and Psychological Consultation, 2025
Racial discipline disproportionality is a persistent issue in schools with Black students experiencing exclusionary discipline two to three times more than their White peers, and Black males more likely to be diagnosed with an emotional and behavioral disorder. Interventions that target malleable root causes of disproportionality and have an…
Descriptors: Teacher Student Relationship, Racism, African American Students, Discipline
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