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International Journal of Adolescence and Youth Volume 22, 2017 - Issue 4
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Articles

‘You notice that there is something positive about going to school’: how teachers’ kindness can promote positive teacher–student relationships in upper secondary school

Vibeke KraneCenter for Mental Health and Substance Abuse, Faculty of Health Sciences, University College of Southeast Norway, Drammen, NorwayCorrespondence[email protected]
,
Ottar NessCenter for Mental Health and Substance Abuse, Faculty of Health Sciences, University College of Southeast Norway, Drammen, Norway
,
Natalia Holter-SorensenCenter for Mental Health and Substance Abuse, Faculty of Health Sciences, University College of Southeast Norway, Drammen, Norway
,
Bengt KarlssonCenter for Mental Health and Substance Abuse, Faculty of Health Sciences, University College of Southeast Norway, Drammen, Norway
&
Per-Einar BinderDepartment of Clinical Psychology, University of Bergen, Bergen, Norway
Pages 377-389 | Received 20 Apr 2016, Accepted 14 Jun 2016, Published online: 29 Jun 2016

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Robert Thornberg, Eva Hammar Chiriac, Camilla Forsberg & Linda Wänström. (2023) The association between student–teacher relationship quality and school liking: A small-scale 1-year longitudinal study. Cogent Education 10:1.
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Ariella Levenberg. (2023) Lecturer responsiveness in online learning – availability, accessibility, and flexibility: a matter of kindness. Journal of Further and Higher Education 47:6, pages 740-753.
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Ceri Brown, Alison Douthwaite, Nicola Savvides & Ioannis Costas Batlle. (2022) Five mechanisms for tackling the risks to NEEThood: introducing a pathway to change to guide educators’ support strategies. International Journal of Adolescence and Youth 27:1, pages 457-474.
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Robert Thornberg, Camilla Forsberg, Eva Hammar Chiriac & Ylva Bjereld. (2022) Teacher–Student Relationship Quality and Student Engagement: A Sequential Explanatory Mixed-Methods Study. Research Papers in Education 37:6, pages 840-859.
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Kirstin Lewis & Sarah Pearce. (2022) High attaining students, marketisation and the absence of care: everyday experiences in an urban academy. Pedagogy, Culture & Society 30:2, pages 261-280.
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Ellen Nesset Mælan, Hege Eikeland Tjomsland, Oddrun Samdal & Miranda Thurston. (2020) Pupils’ Perceptions of How Teachers’ Everyday Practices Support Their Mental Health: A Qualitative Study of Pupils Aged 14–15 in Norway. Scandinavian Journal of Educational Research 64:7, pages 1015-1029.
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Vibeke Krane & Trude Klevan. (2019) There are three of us: parents’ experiences of the importance of teacher-student relationships and parental involvement in upper secondary school. International Journal of Adolescence and Youth 24:1, pages 74-84.
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Atalay Mesfin Anteneh & Melaku Mengistu Gebremeskel. Laissez-faire and derailed leadership behavior as predictors of teachers’ social engagement with students and colleagues. International Journal of Leadership in Education 0:0, pages 1-25.
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Helga Bjørnøy Urke, Sara Madeleine Kristensen, Tormod Bøe, Margarida Gaspar de Matos, Nora Wiium, Elisabeth Årdal & Torill Larsen. Perceptions of a caring school climate and mental well-being: a one-way street? Results from a random intercept cross-lagged panel model. Applied Developmental Science 0:0, pages 1-15.
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Articles from other publishers (19)

Xiaochen Zhou & Ying Ou. (2024) Worlds apart: Students' perception of teachers’ responses to their mental health issues. Teaching and Teacher Education 139, pages 104440.
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Olivia Johnston, Helen Wildy & Jennifer Shand. (2023) A grounded theory about how teachers communicated high expectations to their secondary school students. European Journal of Psychology of Education 39:1, pages 211-235.
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Michelle MENDOZA LİRA, Emilio BALLESTA ACEVEDO, Solange MUÑOZ JORQUERA & Carmen Gloria COVARRUBİAS APABLAZA. (2023) Conceptualizations of School Dropout and Retention from Chilean Educational Actors’ Perspectives. Participatory Educational Research 10:2, pages 216-235.
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Wisnu Wibowo & Yulia Ayriza. 2023. Proceedings of the International Seminar on Delivering Transpersonal Guidance and Counselling Services in School (ISDTGCSS 2022). Proceedings of the International Seminar on Delivering Transpersonal Guidance and Counselling Services in School (ISDTGCSS 2022) 180 186 .
Miguel Lim, Rui He & Choen Yin Chan. (2023) WITHDRAWN—Administrative Duplicate Publication: Engagement with China from inside and out: Kindness and academic dialogue. International Journal of Chinese Education 12:1, pages 2212585X2211476.
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Pooja Swami Sahni, Kamlesh Singh & Ekta Chopra. 2023. Religious and Spiritual Practices in India. Religious and Spiritual Practices in India 251 272 .
Vibeke Krane, Mona Sommer, Målfrid Kippenes & Bengt Karlsson. (2022) ‘It’s like there’s no staff here – we’re all a friendly bunch of people’ – Young service users’ experiences of peer support in a youth-friendly service. Nordisk välfärdsforskning | Nordic Welfare Research 7:2, pages 121-132.
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Denise Wong, Kelly-Ann Allen & Beatriz Gallo Cordoba. (2022) Examining the relationship between student attributional style, perceived teacher fairness, and sense of school belonging. Contemporary Educational Psychology 71, pages 102113.
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Anubha Rohatgi, Ove E. Hatlevik & Julius K. Björnsson. (2022) Supportive climates and science achievement in the Nordic countries: lessons learned from the 2015 PISA study. Large-scale Assessments in Education 10:1.
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Miguel Antonio Lim, Rui He & Choen Yin Chan. (2022) Engagement With China From Inside and Out: Kindness and Academic Dialogue. International Journal of Chinese Education 11:3, pages 2212585X2211498.
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Mona Sommer. (2021) Støtte som mulighet til unge med psykiske helseproblemer. Tidsskrift for psykisk helsearbeid 18:4, pages 331-342.
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Evi Schmid, Beate Jørstad & Gøril Stokke Nordlie. (2021) How schools contribute to keeping students on track: Narratives from vulnerable students in vocational education and training. Nordic Journal of Vocational Education and Training 11:3, pages 47-65.
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Wei Li, Wen yang Gao & Wei dong Fu. (2021) When Does Teacher Support Reduce Depression in Students? The Moderating Role of Students' Status as Left-Behind Children. Frontiers in Psychology 12.
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Vibeke Krane, Trude Klevan & Mona Sommer. 2021. Involving Methods in Youth Research. Involving Methods in Youth Research 47 71 .
Trine Wulf-Andersen, Hanne Warming & Agnete Neidel. 2021. Involving Methods in Youth Research. Involving Methods in Youth Research 17 46 .
Ulrika Gidlund. (2020) Relational pedagogy in a vocational programme in upper secondary school: A way to make more students graduate. Nordic Journal of Vocational Education and Training, pages 106-128.
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Wei Li, Wenyang Gao & Jingrong Sha. (2020) Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions. Frontiers in Psychology 11.
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Irene García-MoyaIrene García-Moya. 2020. The Importance of Connectedness in Student-Teacher Relationships. The Importance of Connectedness in Student-Teacher Relationships 45 63 .
Anita H. Refsnes & Anne Grete Danielsen. (2018) Yrkesfaglæreres opplevelse av sin rollei det psykiske helsearbeidet. Tidsskrift for psykisk helsearbeid 15:4, pages 273-284.
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