Teacher–student relationships and school adjustment: progress and remaining challenges

Abstract

This commentary highlights the ways in which the articles in this special issue contribute to the second generation of research on teacher–student relationships. Second generation research aims to increase our understanding of the development of these relationships, and the processes responsible for their effects, as well as to evaluate theoretically-informed interventions designed to enhance teacher–student interactions. Despite unanswered questions and challenges that confront this field of inquiry, the current state of knowledge is adequate to apply the knowledge gained to the task of increasing teachers’ abilities to provide positive social and emotional learning environments, thereby improving students’ learning and behavioral adjustment.

Keywords:

• teacher–student relationships
• teacher professional development
• developmental mechanisms
• developmental systems theory
• behavioral and academic adjustment

Acknowledgements

This research was supported in part by a grant to Jan Hughes from the National Institute of Child Health and Human Development (HD 39367).