Students’ Perceptions of Teachers: Implications for Classroom Practices for Supporting Students’ Success

Abstract

Positive psychology represents a conceptual framework that emphasizes the need to capitalize on individuals’ strengths in order to facilitate optimal functioning. As applied to the educational setting, these concepts have primarily been investigated via teaching life skills to students that encourage overall wellness. School-based strategies for supporting student wellness have primarily been focused on attempts to identify and remediate problems as opposed to also viewing student functioning from the positive psychology lens of “what is right with people.” In this article, the authors review the literature that highlights what is right, specifically within the context of teacher–student relationships. A particular focus on what is right about these relationships from the perspectives of students is emphasized.

Keywords:

• social support
• student perceptions
• academic competence
• positive psychology

Notes

¹Retrieved from http://casel.org/why-it-matters/benefits-of-sel

Additional information

Notes on contributors

Pamela Guess

Pamela Guess is a Professor and Coordinator of the School Psychology Program at the University of Tennessee at Chattanooga. She is involved in providing community service to students, schools, and families in urban settings.

Sara Bowling

Sara Bowling is an Assistant Professor at UTC who has specialized interests in assessments of individuals and research in urban school settings.