Can teacher–child relationships support human rights to freedom of opinion and expression, education and participation?

Figures & data

Table I. Means, standard deviations, correlations and reliability coefficients among variables for typically developing children (n = 2890; below diagonal) and children with speech and language concern (SLC) (n = 1442; above diagonal).

														Typically developing children		Children with speech and language concern
	1	2	3	4	5	6	7	8	9	10	11	12	13	Mean (SD)	Cronbach’s α	Mean (SD)	Cronbach’s α
1 Conflict 4–5 years	–	0.45**	0.48**	0.45**	–0.29**	–0.17**	–0.12**	–0.14**	–0.23**	–0.37**	0.34**	–0.19**	–0.26**	1.41 (0.51)	0.87	1.58 (0.65)	0.89
2 Conflict 6–7 years	0.41**	–	0.53**	0.52**	–0.13**	–0.29**	–0.12**	–0.10**	–0.30**	–0.41**	0.35**	–0.20**	–0.25**	1.30 (0.50)	0.88	1.46 (0.66)	0.90
3 Conflict 8–9 years	0.38**	0.53**	–	0.62**	–0.14**	–0.09**	–0.29**	–0.15**	–0.37**	–0.51**	0.34**	–0.23**	–0.28**	1.35 (0.57)	0.90	1.50 (0.67)	0.91
4 Conflict 10–11 years	0.30**	0.46**	0.53**	–	–0.18**	–0.15**	–0.17**	–0.30**	–0.37**	–0.49**	0.42**	–0.23**	–0.30**	1.33 (0.54)	0.91	1.46 (0.65)	0.92
5 Closeness 4–5 years	–0.26**	–0.11**	–0.08**	–0.05**	–	0.31**	0.29**	0.26**	0.24**	0.21**	–0.16**	0.10**	0.16**	4.43 (0.49)	0.86	4.24 (0.60)	0.87
6 Closeness 6–7 years	–0.11**	–0.25**	–0.11**	–0.12**	0.26**	–	0.31**	0.25**	0.18**	0.19**	–0.11**	0.10**	0.10**	4.27 (0.55)	0.84	4.17 (0.58)	0.83
7 Closeness 8–9 years	–0.10**	–0.10**	–0.30**	–0.15**	0.24**	0.28**	–	0.35**	0.15**	0.18**	–0.15**	0.15**	0.13**	4.09 (0.59)	0.85	3.97 (0.62)	0.85
8 Closeness 10–11 years	–0.10**	–0.09**	–0.16**	–0.29**	0.20**	0.20**	0.31**	–	0.12**	0.13**	–0.07**	0.15**	0.13**	3.93 (0.61)	0.86	3.84 (0.61)	0.85
9 Literacy 12–13 years	–0.15**	–0.22**	–0.24**	–0.27**	0.18**	0.17**	0.14**	0.13**	–	0.65**	–0.33**	0.21**	0.29**	4.11 (0.74)	0.96	3.75 (0.88)	0.97
10 Engage & adj 12–13 years	–0.23**	–0.34**	–0.40**	–0.42**	0.16**	0.18**	0.19**	0.16**	0.65**	–	–0.39**	0.30**	0.33**	2.70 (0.34)	0.93	2.60 (0.37)	0.93
11 Peer problems 12–13 years	0.22**	0.28**	0.32**	0.33**	−0.10**	–0.05**	–0.11**	–0.12**	−0.24**	–0.32**	–	–0.13**	–0.34**	1.21 (0.27)	0.64	1.32 (0.35)	0.74
12 Teacher liking 12–13 years	–0.09**	–0.14**	–0.14**	–0.14**	0.11**	0.12**	0.14**	0.18**	0.23**	0.33**	–0.12**	–	0.70**	3.09 (0.62)	0.91	3.05 (0.62)	0.91
13 School belonging 12–13 years	–0.16**	–0.19**	–0.18**	–0.23**	0.15**	0.11**	0.12**	0.18**	0.26**	0.30**	–0.24**	0.72**	–	4.08 (0.57)	0.86	3.94 (0.61)	0.85

*p < 0.05.

**p < 0.01.

Engage & adj: Engagement & adjustment.

Figure 1. Latent growth trajectory of average teacher–child closeness across waves for typically developing children and children with speech and language concern (SLC).

Figure 2. Latent growth trajectory of average teacher–child conflict across waves for typically developing children and children with speech and language concern (SLC).

Table II. Within-group comparisons of teacher–child closeness trajectory classes on school academic and social-emotional outcomes.

	Closeness
	Children with speech and language concern						Typically developing children
	1	2					1	2
	Moderate increasing– decreasing	High decreasing	χ2	df	p	Class comparison	moderate increasing– decreasing	High decreasing	χ^2	df	p	Class comparison
Literacy	−0.36	−0.12	3.36	1	ns		−0.09	0.08	2.53	1	ns
Engagement & adjustment	−0.28	−0.03	3.92	1	0.048	2 > 1	−0.12	0.04	2.47	1	ns
Peer problems	0.50	0.13	8.19	1	0.004	1 > 2	0.00	−0.07	0.75	1	ns
Teacher liking	−0.15	0.00	1.68	1	ns		−0.21	0.03	5.45	1	0.02	2 > 1
School belonging	−0.32	−0.08	4.35	1	0.037	2 > 1	−0.20	0.08	8.93	1	0.003	2 > 1

All values reported are standardised residuals. The effect of trajectories on adjustment outcomes was obtained after controlling for sex, language background other than English, Indigenous status, family socio-economic position, child age, and age 4–5 school readiness and receptive vocabulary.

Table III. Within-group comparisons of teacher–child conflict trajectory classes on school academic and social-emotional outcomes.

Conflict
	Children with speech and language concern								Typically developing children
	1	2	3	4					1	2	3	4
	Low stable	Moderate increasing– decreasing	Moderate increasing	High decreasing	χ^2	df	p	Class comparison	Low stable	Moderate increasing– decreasing	Moderate Increasing	High decreasing	χ^2	df	p	Class comparison
Literacy	−0.03	−0.66	−0.91	−0.21	60.10	3	<0.001	1 > 3; 1 > 2; 4 > 3; 4 > 2	0.12	−0.34	−0.22	−0.02	24.01	3	<0.001	4 > 2; 1 > 2; 1 > 3
Engagement & adjustment	0.12	−0.96	−0.97	−0.47	119.33	3	<0.001	1 > 4>3; 1 > 4>2;	0.14	−0.76	−0.69	−0.20	94.34	3	<0.001	1 > 4>2; 1 > 4>3
Peer problems	0.00	0.90	1.10	0.67	84.78	3	<0.001	3 > 4>1; 2 > 1;	−0.15	0.60	0.47	0.09	68.90	3	<0.001	2 > 4>1; 3 > 4>1;
Teacher liking	0.06	−0.36	−0.43	−0.25	26.15	3	<0.001	1 > 3; 1 > 2; 1 > 4	0.05	−0.24	−0.37	−0.02	16.74	3	0.001	1 > 2; 1 > 3; 4 > 3;
School belonging	0.00	−0.51	−0.68	−0.44	40.00	3	<0.001	1 > 3; 1 > 2; 1 > 4	0.12	−0.26	−0.35	−0.12	29.18	3	<0.001	1 > 2; 1 > 4; 1 > 3;

All values reported are standardised residuals. The effect of trajectories on adjustment outcomes was obtained after controlling for sex, language background other than English, Indigenous status, family socio-economic position, child age, and age 4–5 school readiness and receptive vocabulary.