relationship between teachers and students essay

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Teacher And Student Relationship (Essay Sample)

Teacher and student relationship.

Teachers hold the highest regard for students; ideally, students are encouraged to respect their teachers and emulate them. Teachers play important roles in molding student’s personality and the type of relationship teacher develop with students will determine the student’s academic and personal growth in the future. Developing a positive teacher-student relationship means creating an encouraging learning environment where students are free to interact with both teachers and their peers. Effective communication alone does not offer effective building blocks to a strong teacher-student relationship; the learning environment plays a key role nurturing student’s abilities.

One of the most challenging aspects of nurturing a good teacher-student relationship is the different personality traits of students. Some students are hardworking but are introverts, while other students are naturally aggressive, hence distracting others affecting the learning environment. Students have varied abilities; other students might not fit in a highly competitive learning environment. Teachers need to address such challenges by not only being extremely patient. Teachers need to be lenient at the same time be strict, any excess of any of the two might hinder students from learning effectively.

The effective teacher-student relationship evolves and needs time, teacher act as mothers for students during their early years in school. They guide them and encourage them to be positive about life. As students progress to secondary level, teachers focus more on academic achievement forgetting about the life values. Concentrating on academic achievements alone and not instilling moral values might affect student personality. There is the need for teachers to make adjusted in their teaching approaches to accommodate student varied need. Students come from mixed cultural and social backgrounds; therefore, teachers need incorporate the different values to make students feel part of the learning process.

Giving individualized student attention means allocating appropriate time to address different needs of students. Having a better understanding of students means understanding their values, their weak areas, and challenges and addressing them individually. Being able to develop a level of understanding with every student, they will feel valued, and this would boost their self-esteem. All these positive behavior will be reflected in their grades and their general behavior.

Teachers need to make students feel accepted by being warm and nurturing, and teachers need to be aware of student’s thoughts and feelings and make them feel important. All these require being present within them throughout the day. The size of the class and the number of students in a class is vital in enhancing good student’s teacher relationship. A larger class would mean spending more time with many students that can be difficult .Teachers need to provide individualized attention to each student; therefore, a small class would be a better environment for both teachers and students.

Building a positive relationship with students makes students positive about school in general. Students become free to make mistakes and seek help whenever necessary. It is not surprising that research studies reveal that constructive teacher student relationship has positively affected student academic performance. The natures of relationship teachers have with their students have largely affected student’s socioeconomic status and their professional development. Teacher’s relationship with students matters more. Any teacher who wants to make a real and lasting difference among his students need to put more effort in building high-performance students through effective interaction and creating a conducive learning environment for all his students.

relationship between teachers and students essay

Essay on Relationship Between Teacher and Student

Students are often asked to write an essay on Relationship Between Teacher and Student in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Relationship Between Teacher and Student

Introduction.

The relationship between a teacher and a student is a unique bond. It’s a blend of respect, trust, and mutual learning.

The teacher-student relationship is crucial for a student’s growth. Teachers guide students, shaping their minds and futures.

Teachers provide knowledge and foster curiosity. Students, in turn, bring enthusiasm and fresh perspectives.

A strong teacher-student relationship can inspire a lifelong love of learning. It’s a partnership that benefits both parties.

250 Words Essay on Relationship Between Teacher and Student

The dynamic of teacher-student relationship.

The teacher-student relationship is a fundamental component of effective education. It is a complex dynamic that transcends the simple transfer of knowledge and extends to shaping the holistic development of the student.

The Role of the Teacher

The teacher, in this relationship, is not just an information provider, but a mentor and a guide. They are responsible for creating an environment conducive to learning, where students can freely express their ideas and concerns. They are also tasked with instilling in their students a love for learning, critical thinking skills, and values such as respect and responsibility.

The Role of the Student

On the other hand, the student is an active participant in this relationship. They are not just passive receivers of information, but are expected to engage with the material, ask questions, and contribute their unique perspectives. The student’s role also includes showing respect towards their teacher and taking responsibility for their own learning.

The Impact of this Relationship

The relationship between a teacher and a student can significantly impact the student’s academic success and personal development. A positive relationship can boost the student’s self-esteem, motivation, and engagement in the learning process. Conversely, a negative relationship can hinder a student’s academic progress and affect their attitude towards learning.

In conclusion, the teacher-student relationship is a complex, multifaceted dynamic that plays a crucial role in the educational process. It is a reciprocal relationship that requires effort and understanding from both parties to be fruitful.

500 Words Essay on Relationship Between Teacher and Student

The essence of the teacher-student relationship.

The teacher-student relationship is a fundamental aspect of education, shaping not only the academic outcomes of students but also their social and emotional development. This relationship is a dynamic and reciprocal process, where both parties influence and are influenced by each other. It is based on mutual respect, trust, understanding, and shared objectives.

Role of a Teacher in Shaping the Relationship

A teacher’s role extends beyond the mere delivery of knowledge. They are responsible for creating a conducive learning environment that fosters trust, respect, and open communication. This can be achieved by being approachable, understanding, and respectful of students’ individual needs and backgrounds. A teacher who is empathetic and patient can inspire students to explore their potential and overcome challenges.

Student’s Responsibility in the Relationship

On the other hand, students have a responsibility to respect their teachers and engage actively in the learning process. They need to be open to feedback, show commitment to their studies, and participate actively in class. This active engagement not only enhances their learning experience but also strengthens their relationship with the teacher.

Impact on Learning Outcomes

The quality of the teacher-student relationship significantly impacts learning outcomes. A positive relationship can motivate students to learn, improve their academic performance, and develop critical thinking skills. It can also reduce classroom issues such as disruptive behavior, fostering a more effective learning environment.

Emotional and Social Development

Beyond academics, the teacher-student relationship plays a crucial role in students’ emotional and social development. Teachers can model positive social behavior and provide emotional support, helping students develop resilience, emotional intelligence, and social skills. A strong relationship with a teacher can also boost a student’s self-esteem and confidence.

The Power of Positive Relationships

Positive teacher-student relationships are powerful tools that can transform the educational experience. They can instill a lifelong love of learning, empower students to overcome challenges, and equip them with the skills necessary for success in the 21st century. Therefore, fostering these relationships should be a priority for all educators.

In conclusion, the teacher-student relationship is a cornerstone of effective education. It requires mutual respect, understanding, and shared commitment from both parties. It influences not only academic outcomes but also students’ emotional and social development. As such, cultivating positive teacher-student relationships is essential for a holistic educational experience.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

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Happy studying!

One Comment

This essay help me a lot for my annual exam…..thanks a lot

The Importance of Student-Teacher Relationships

Reilly Fitzmorris, Sarina Russo, Shelbie Coristine, Gabby Rivolta, Patricia Beninato

Please cite this page as:

Coristine, S., Russo, S., Fitzmorris, R., Beninato, P., & Rivolta, G. (2022, April 1). The importance of student-teacher relationships . Classroom Practice in 2022. Retrieved [date], from https://ecampusontario.pressbooks.pub/educ5202/chapter/the-importance-of-student-teacher-relationships/

What Is A Student-Teacher Relationship?

A student-teacher relationship in the classroom is a positive relationship between the teacher and the student in efforts to gain trust and respect from each other. This relationship may consist of getting to know your students better, providing choice and encouraging the students to become stronger learners everyday. By doing this teachers are showing respect to their students, valuing their individuality and being polite. Having a positive relationship with your students helps them become more successful in the classroom as well as makes your classroom a safe and welcoming environment for all.

Ways To Build A Student-Teacher Relationship

There are many tips and tricks that can be used to build a strong student teacher relationship. One way that a strong student teacher relationship can be created is by making it apparent that the teacher cares about the students (“6 Ways to Build Strong Teacher-Student Relationships with SEL”, 2022). This can be done by talking with your students, such as asking about their day. Another way could be by listening to your students, this can be done by hearing their opinions, taking into account their interests, and by learning each student’s unique learning styles (“6 Ways to Build Strong Teacher-Student Relationships with SEL”, 2022). As well you can develop mutual trust with your students, such as providing them with choices and always having their best interest in mind (“6 Ways to Build Strong Teacher-Student Relationships with SEL”, 2022). In addition, you always have to be respectful and fair with each and everyone of your students (“6 Ways to Build Strong Teacher-Student Relationships with SEL”, 2022). You can ensure this by not picking favorites and having the same corrected behavior for each student. Furthermore, you can get to know your students and their families. This can be done by paying attention to your students during class and offering them opportunities to talk or share what they want about their families. Lastly, by giving your students positive words of encouragement and constructive criticism (“6 Ways to Build Strong Teacher-Student Relationships with SEL”, 2022). This is important due to the fact that it creates trust with your students, as they know they can rely on you to be honest. Of course, there are many other alternative ways to build a positive student teacher relationship, but these are some great examples of how to start.

Advantages of a Student-Teacher Relationship

Student- teacher relationships have displayed many advantages in the classroom. To start, students who share a positive relationship with their teacher develop stronger social-emotional skills. In addition, these students are more likely to absorb an increased amount of academic knowledge (Positive teacher-student relationships have cascading benefits, 2021). The result of a strong student-teacher relationship is that it allows students to feel confident through exploration and taking risks in their academic tasks. In short, students who have a positive student-teacher relationship demonstrate a stronger performance in the classroom (Positive teacher-student relationships have cascading benefits, 2021). However, one of the most important impacts of a positive student-teacher relationship is the production of an environment that incorporates mutual respect. One way an educator can produce a strong relationship with a student is to explicitly define learning goals and expectations in a positive manner. This could look different for groups of students or individual students. The strong relationship will allow for educators to be aware of their students’ learning and adjust their learning goals and expectations as needed (Admin, 2017). In the same manner, the educator should allow opportunities for students of all learning styles to participate in class discussions through oral and written communication. In addition to academic advantages, positive student-teacher relationships improve mental health and assists students in developing self-worth (Admin, 2017). Oftentimes, students look up to their educators as mentors. With this in mind, students are likely to feel pride when the educator encourages them in their learning and social interactions. Social competence, problem-solving abilities, autonomy, and a feeling of a bright future or purpose are protective elements that boost resilience, these all can be developed in a supportive teaching atmosphere (Bondy et al., 2007). As noted, students benefit from positive student-teacher relationships. Likewise, educators benefit as well. While creating strong relationships with their students, educators are strengthening their own interpersonal and professional skills (Admin, 2017). By strengthening their interpersonal communication skills, educators are more likely to respond effectively to stressful situations. In addition, educators are able to form relationships with parents and coworkers. In summary, it can be noted that students and educators equally benefit from the creation of positive student-teacher relationships.

The Importance Of Student-Teacher Relationships: Short and Long Term

As stated, student-teacher relationships are highly essential in an effective classroom. Specifically, student-teacher relationships are important for students in their short term and long term education. Student-teacher relationships are important in the short term because it creates a thriving classroom environment, helps students develop self worth and improves student mental health (Buffet, 2019). In the same manner, these positive relationships may decrease behavioral problems and promote academic success. Student- teacher relationships help foster the academic success of students. With this being said, student-teacher relationships assist students in the short term. These relationships support students for the specific year they spend in that educational setting with the educator (Buffet, 2019). Likewise, a positive student-teacher relationship is very important in the long term because it gives students confidence as well as ensuring that they know that their ideas are valuable. In turn, this allows students to carry this confidence throughout their future years pursuing academics. Also, this confidence and recognition of self-worth can be seen in social and emotional aspects of the students life. Another long term effect is that positive teacher relationships teach students that mistakes are an indication that they are learning. Learning is ongoing and students are able to identify this through the production of positive student-teacher relationships. This type of relationship will foster confidence in the long-term for the student.

Causes of Poor Student Teacher Relationships

Poor teacher-student relationships result from the instructor’s lack of awareness. Some students require tailored educational approaches since they do not respond to learning in the same way as others. When a teacher fails to regard an individual student’s educational needs, relationship problems between teachers and students arise. Each student’s ability to learn and interact with educators is influenced by their personality, family backgrounds, mental processes, learning styles, priorities, maturity levels, and academic ambitions (Tucker, 2021). When possible, teachers should treat each student as an individual who deserves one-on-one attention and specialized, concentrated education. In addition, a poor student-teacher relationship will develop if the educator’s main or only priority in the classroom is academics (Tucker, 2021). In correspondence with academics, students need to feel cared for and have the chance to feel strong emotions. Educators are responsible for building relationships with students that are not surface level or academically focused. Students should feel that their educator is someone they can trust and communicate freely with. The lack of empathy displayed by an educator can result in a poor student-teacher relationship.

We interviewed 8 individuals all in different sections of the educational field. We asked them a series of questions on student-teacher relationships. The interviewees requested to stay anonymous, but all are familiar with different roles within the education community. The following are their answers.

First Interviewer

Grade(s) you teach or please indicate role if not in a classroom teaching role:

Grade 2, Grade 3

What do positive teacher-student relationships look and feel like in the classroom?

mutual respect – respectful interactions
Open communication
Teacher is supportive but encourages independence
Individuality of each student is valued
Kind and polite interactions
Honest and kind feedback is given to students
Teachers get to know their students and their differences
Teacher believes in each student
Simple gestures shared (hello and goodbye, a smile, a tap on the shoulder) What do you believe is the strongest indicator of positive teacher-student relationships?
Communication that is respectful between the two

What factors influence the teacher-student relationship in the classroom?

Treating students with respect and supporting them encourages them to be more motivated and engaged. When students know that their teacher loves and supports them, they are more likely to be more self-directed and want to succeed. This positive teacher-student relationship also encourages positive relationships with peers.

Second Interviewer

Grade(s) you teach or please indicate role if not in a classroom teaching role: Grade 4, Grade 6, Grade 8
In order for any relationship to be successful, there has to be respect and trust. The teacher is the adult and the student is the child. It isn’t a friendship. There have to be boundaries or else nothing would be accomplished. As an adult, you will wear many hats… doctor, parent, nurse, psychiatrist. The child needs to know you care. Caring means listening, showing empathy and sensitivity. Caring also means correcting children when they make a mistake, academically and with the choices they make. Establish clear and concise rules. Address inappropriate behavior, but also praise the positive. It’s okay to provide incentives, however some things are non- negotiable. Structure is so important, as is routine. Be fair and consistent. Treating everyone fairly does not mean you treat everyone the same. Depends on the needs of the child. Laugh with them. Laugh at yourself.

What do you believe is the strongest indicator of positive teacher-student relationships?

Get to know your students. Talk to them. Learn what’s important to them, what motivates them, what shuts them down. Communication with home keeps everyone on the same page. Try to formulate your own take on a child. Some people just don’t click, meaning a child maybe struggled with a former teacher, but don’t let that teacher’s opinion cloud your judgment.
Pay close attention to how a child interacts with other children. Be a confidence builder. Be a coach. Offer suggestions when there is conflict, but let them work it out. Be a mediator. Allow and encourage them to own their behaviour, the good and not so good. Make every child feel important and relevant. Let them know their ideas are helpful and appreciated. Empower them. Acknowledge their strengths and achievements.

Third Interviewer

Literacy Teacher
Positive teacher-student relationships look and feel calm, positive, respectful, open, safe and flexible.
Respect. I think that both the teacher and the student need to feel respected. When a student feels respected, they feel safe and are able to share ideas, take risks and focus on learning.
number of students in the classroom
number of adults in the classroom
student needs

Fourth Interviewer

Kindergarten Prep
Good listener
Kindness/Caring
Communication
Value individuality
Open minded
Positive interactions
Empathy and communication.
Building a safe environment for the student through good communication allows the students to feel like they can trust their teacher.
Also having empathy for and with your students will allow you to manage students’ behavior and academic engagement.
The attitude of the educator towards a student is a major influencing factor to the teacher-student relationship. Positive student relationships (good rapport) are fundamental to success. When students feel safe and supported, they’re more likely to engage in learning and have better educational outcomes. Plus, when students have positive interactions with teachers, they have fewer behavioral problems.

Fifth Interviewer

Program Resource Teacher
Mutual respect, trust, communication that is open and honest-student can share their needs and the teacher can share their needs and both trust that each will do their best to meet those needs
Engaged learners- if they are engaged it is because the teacher has met their unique learning styles/levels/needs through differentiation and universal design
Teacher has to have constant and consistent and honest conversations with students about their needs, teacher has to show students that they took their conversation seriously and honoured their conversation, student will develop trust over time that the teacher is doing their best and then student will learn to listen to what the teacher or adult needs and do their best to honour it
Team work between home school and student- but student has to have at least one adult at home that cares and shows a effort on a consistent basis
This conversation was a scripted and works with every student Dr Ross Greene (conversations are modeled) and Shanker’s self regulation research
I took the lense of a struggling student, which all students can become if their needs are not met

Sixth Interviewer

Elementary Curriculum Consultant
In a classroom with positive teacher/student relationships you would feel it when you walk in the room- a sense of calm and belonging. It would be a warm and inviting classroom. Every student would know they are valued and cared for. It would look like a community of mutual respect, open dialogue/communication, and students engaged in learning. Opportunities for students to demonstrate their learning in ways that build their confidence and belief in themself would be evident.
A caring teacher who knows and believes in their students
Teachers who take time to get to know their students- the ways they learn best, what motivates them, what is important to them, background etc can build stronger relationships with their students.
It is important that teachers build positive relationships with the student’s family/caregivers as well.

Seventh Interviewer

Technology Support Teacher
Student – teacher relationships develop over the course of the year. At the beginning of the year, it’s critical that the teacher intentionally work towards getting to know each student. Asking questions about their day, evening prior, how they’re doing, etc. helps to show students that the teacher cares about them. Setting a positive, calm tone in the classroom environment also contributes to the development of relationships. Students should feel comfortable sharing their learning, problems and everything from wiggly teeth to conversations about world events with their teacher.
The strongest indicator is a functioning classroom where learning is possible. When you walk into these classrooms, students feel safe, trusted and that their voice is heard. Time is spent positively communicating. They might be communicating about a math lesson or during their breaks socializing with friends. A positive relationship leads to more time spent learning and less on repairing conflicts occurring between peers or student- teacher. Trust and a sense that their teacher cares about them contributes to this environment. What factors influence the teacher-student relationship in the classroom?
Teacher mental health and personality, student mental health and personality, time spent getting to know students, teacher sharing some personal experiences or a bit about their family, pets, travels, etc., teacher creating interesting learning experiences that invite student voice, opinion, discussion, how teachers handle conflict or disruptive behaviour (does it build a safe space or deteriorate the relationship), taking time during recesses to talk one on one with students, making students feel special and heard, relationship between parents and teachers

Eighth Interviewer

System Literacy and Numeracy Facilitator
Positive student teacher relationships involve a caring teacher that treats students equitably, believes that all learners can succeed and gets to know each student’s strengths and needs to help them grow in their learning and confidence in themself. It looks like open conversation, listening and timely feedback. In rooms where this is very successful you see teachers making students feel supported by including them in lessons, choosing topics to suit individuals, guiding the learning and celebrating small successes. It looks like learning from mistakes and valuing each moment together.
Belief that all students can be successful.
Student experiences with adults in and out of school, class size, student individual needs and classroom support, interruptions, teacher excitement for student learning and building relationships, support of administration

From a Student’s Perspective

Oftentimes, educators fall victim to assuming their students’ needs before addressing them with the students. With this being said, educators view students’ needs from their own perspective, rather than the students. Educators have the responsibility to communicate with students in regards to their needs in their intellectual, social, and emotional development. This can be completed through journals, check-ins, or conversations. In this specific assessment, we asked a variety of students, “What do you wish your teacher knew or would do?” Within the video, the answers from a wide range of students are shown. Most importantly, the answers are displayed from the student’s perspective.

John Hattie and His View On Student-Teacher Relationships

“It is teachers who have created positive teacher-student relationships who are more likely to have above average effects on student achievement.” – John Hattie

Professor John Hattie is an educational researcher. Performance indicators, models of measurement, and evaluation of teaching and learning are among his research interests. With his two books Visible Learning and Visible Learning for Teachers, John Hattie gained a wider audience. Visible Learning is the result of a synthesis of over 800 meta-studies involving over 80 million students. Visible Learning, according to John Hattie, is the product of 15 years of research on what works best in schools for learning. “Possibly the world’s most influential education academic,” according to TES (Visible Learning, n.d.).

The meta study Visible Learning (2009) by John Hattie is a defining moment in educational research. It was deemed the “holy grail of teaching” by the Times Educational Supplement. Hattie’s book answers the question, “What works best for student achievement?” (Visible Learning, n.d.).

John Hattie created 10 mindframes that teachers need to adopt in order to maximize student success. Mind Frame 7: “Teachers/leaders believe that it is their role to develop positive relationships in classrooms/staff rooms” (Hattie, 2012). Teachers must establish a positive interpersonal interaction with each student, and kids must feel safe, fair, and compassionate in the classroom. “How can I instil a high level of trust in my students?” “Do my students feel comfortable expressing what they don’t know or understand?”

The teacher-student interaction has a .72 effect size on student accomplishment, according to John Hattie, author of Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement. To put that into perspective an effect size of .4 and above is highly significant for student achievement. Listening skills, empathy, mutual respect, care, and positive regard for students were found to strengthen connections, according to the research (Turner et al., 2016).

It can be concluded that student-teacher relationships result in a positive classroom environment and experience. Evidence has been provided through scholarly sources and the interviews completed by individuals who are first-hand witnesses to student-teacher relationships. The information gathered demonstrates the increase of engagement, confidence, and motivation displayed by students who have a strong relationship with their teacher. Likewise, teachers are strengthening their communication and professional skills while building these relationships. In summary, student-teacher relationships foster a welcoming environment and produce success for both the student and the educator.

Bibliography

Admin. (2017, November 20). 4 benefits of positive student-teacher relationships. Pride Surveys. Retrieved March 3, 2022, from https://www.pridesurveys.com/index.php/blog/4-beneficial-effects-of-student-teacher-rela tionships/

Bondy, E., Ross, D. D., Gallingane, C., & Hambacher, E. (2007). Creating environments of success and resilience. Urban Education, 42(4), 326–348. https://doi.org/10.1177/0042085907303406

Buffet, –T. S. and J. (2019, October 31). Positive teacher-student relationships. Greater Good In Education. Retrieved March 3, 2022, from https://ggie.berkeley.edu/school-relationships/positive-teacher-student-relationships/#:~:t ext=For%20Teachers%3A%20According%20to%20educators%2C%20a%20positive%2 0relationship,trusting%2C%20and%20strives%20to%20keep%20the%20relationship%2 0conflict-free

Hattie, J. (2012). Visible learning for teachers: Maximizing Impact on learning. Routledge.

Positive teacher-student relationships have cascading benefits. Network for Educator Effectiveness |. (2021, July 22). Retrieved March 3, 2022, from https://neeadvantage.com/blog/positive-teacher-student-relationships-have-cascading-benefits/#:~:text=When%20students%20have%20a%20positive,or%20referred%20for%20sp ecial%20education.

Tucker, K. (2021, November 5). What are the causes of a poor relationship between a student & teacher? The Classroom | Empowering Students in Their College Journey. Retrieved March 3, 2022, from

Turner, D. M., Aljure, I., & Canevari, P. (2016, April 1). 7 powerful actions you can take to improve relationships with your students – brain based learning: Brain based experts. Brain Based Learning | Brain Based Experts. Retrieved March 2, 2022, from http://www.brainbasedlearning.net/improve-relationships-with-students/

Visible learning. VISIBLE LEARNING. (n.d.). Retrieved March 2, 2022, from https://visible-learning.org/

6 Ways to Build Strong Teacher-Student Relationships with SEL. Social and Emotional Learning – Aperture Education. (2022). Retrieved 2 March 2022, from https://apertureed.com/5-strategies-building-relationships-students/.

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Teacher smiling at student while working at a laptop

Positive Teacher-Student Relationships

What are they.

Everyone can point to a teacher who made a difference in his or her life, and also to one who made life miserable for a short time. Why? Because the teacher-student relationship is at the heart of teaching. As Rita Pierson noted in her famous TED talk, “Kids aren’t going to learn from someone they don’t like.”

But what is a positive teacher-student relationship? Here are some examples based on research that asks both teachers and students what makes this relationship so special:

For Teachers: According to educators, a positive relationship with a student is close and supportive, but not overly dependent. A teacher who cares about his or her students believes that every child can learn, but differently and at different rates, sets high expectations, is warm and trusting, and strives to keep the relationship conflict-free. He or she also uses humor and admits mistakes, sets clear boundaries, and is open, honest, and approachable.

For Students: Students told researchers that good teachers listen to and take a personal interest in students’ lives. They show respect, value the individuality of each student, and are kind and polite. A caring teacher gives honest, but kind feedback, and offers second chances. They help students with schoolwork, manage the classroom well, and, perhaps most importantly, they plan fun activities.

For Higher Education: At the college level, students prefer professors who are approachable—they say “hi” on campus, smile often, and stay after class to talk to students. They also set high expectations, are fair, honest, trustworthy, respectful, open, supportive, and encouraging.

Why Cultivate Them?

Decades of research clearly show that positive teacher-student relationships are extremely important for student outcomes in all categories—feelings, attitudes, behavior, and achievement—and at all ages.

Students do better overall with caring teachers.

Studies have found that for students from pre-K to 12, positive student-teacher relationships increase engagement , motivation , prosocial —kind and helpful—behavior, and academic achievement .

Seeing students as individuals is key to their well-being and success.

When teachers use practices that are sensitive to students’ individual differences and needs and that also include student voice, their students tend to be more motivated and show higher academic achievement ; they also feel better about school, participate more, and show less disruptive behavior across grade levels.

Negative student-teacher relationships can have long-lasting impact.

Conflict-ridden relationships with teachers in kindergarten predict worse grades, work habits, and discipline problems into late elementary or even middle school.

Relationships matter at every age.

In preschool and kindergarten : When their relationships with teachers are more emotionally supportive and less conflictual, preschool students become more socially and academically competent; similar effects occur for kindergarteners.
In elementary and middle school , close, positive student-teacher relationships are associated with greater student engagement in learning and better social and behavioral outcomes in general, including less risky behavior .
In high school , students who connect with their teachers are less likely to engage in risky behavior , including substance abuse, sexual activity, and suicide.
In university , students are less likely to drop out , and they show more commitment, engagement, effort, intellectual development, and academic achievement.

Teachers, too, benefit from good relationships with their students.

They experience the joy of teaching, helping to maintain their commitment to the profession by preventing burnout .

Practice Collections

Building_Trust_With_Your_Students_PC2-705x410

Courageous Connections that Challenge Your Biases

Smiling mature female teacher working on a computer at high school.

Assessing Your School Climate

Listening with Compassion

Portrait of a cute teenage boy hiker on a rainy autumn day. The boy is smiling and looking up.

Look Up Vibe (LUV Moment)

Say “We” to Nurture Collaboration in Students

Music to Inspire Kindness

Kindness Art for Students

Students collaborate on the development of classroom norms

Family Business

Students will provide input on changes that could be made to the classroom to subtly cue kind behavior.

Designing the Classroom to Promote Kindness

Strategies to encourage and help students practice honesty

Honesty Commitment for Students

Help students plan enjoyable activities as a form of self-care

Pleasant Events Calendar for Students

Mentally cultivate kindness toward yourself and consider how you might be of service to others

Imagining Flourishing and Kindness: A Mindfulness Practice for Adults

Students examine how they face everyday moral dilemmas and consider who and what influences their reactions when conflicts arise.

Where We Stand

Students explore real-world examples to help them identify peaceful ways to respond to discrimination.

Standing Up Against Discrimination

Students identify others' assumptions about them and then describe who they really are on the inside.

Understanding Prejudice Through Paper Plate Portraits

Teachers unearth stereotypes and examine privilege while reflecting on the impact of systemic discrimination.

Understanding Justice

Teachers engage in a mindful reflection process that creates space for checking their assumptions about student behavior.

Mindful Reflection Process for Developing Culturally Responsive Practices

Use the Circle process to encourage students to safely and respectfully share their level of understanding on an academic topic.

Check for Understanding Circle

GGIE Online Courses for Educators

Do you want to dive deeper into the science behind our GGIE practices? Enroll in one of our online courses for educators!

Spend quality time with people you care about.

Teaching and Learning for the Greater Good

Teacher-Student Relationships Matter

Posted March 17, 2021
By Gianna Cacciatore
Counseling and Mental Health
Disruption and Crises
Teachers and Teaching

Effective teachers form authentic, caring relationships with their students. In the best of times, forming these relationships can be a challenge; in a post-pandemic world, where many teachers are engaging with students remotely, building relationships can feel impossible. Fortunately, says trained counselor and educator Megan Marcus , educators can learn the skills necessary to build strong relationships, both in person and online.

Marcus is the founder of FuelEd , a Houston-based nonprofit committed to teaching these skills to educators around the country. By providing teachers with access to one-on-one counseling, group workshops, and educator training, FuelEd hopes to close what it perceives to be a gap in educator preparation: the space between what an educator is expected to do — build strong, secure relationships with students, families, and coworkers — and the level of social and emotional support educators actually receive. Inspired by Marcus’ background in human psychology, Fuel Ed leads with the belief that teachers cannot effectively care for their students unless they care for themselves first.

“Just one relationship with a caregiver throughout a lifespan can actually change the brain’s development, heal trauma, and promote learning. Educators have the potential to utilize this power. Many do organically, through naturally forming secure relationships. But we could do so much more if educators were equipped with the skills and self-awareness to systematically do this work,” explains Marcus.

Here, Marcus offers four steps educators can take to promote emotional intelligence and build relationship-driven schools, both in-person and online.

1. Learn the science behind strong relationships.

Research shows that the way a person relates to caregivers early in life can impact that person’s relationships later on. For example, explains Marcus, “if you had insecure relationships in your childhood, you’re more likely to build relationships with others that aren’t secure.” The good news? Once identified, a person’s relationship patterns can change. That means educators can learn the skills behind secure relationship-building — and they can teach them. This gives educators the opportunity to, within their daily interactions, strengthen the ways their students relate to others throughout life.

2. Embrace the power of empathic listening.

Empathic listening means listening to what a student has to say — a student’s “strong emotions and painful experiences,” says Marcus — and not responding. No reassuring, no offering advice. Just listening. While deceptively simple, this type of listening can help a student build self-regulation skills. That’s because it kicks off a powerful interpersonal cycle. “Someone comes to you, they share their feelings, and instead of jumping in to problem solve, you listen. That’s very trust-building. Now, not only is this person calmer and better able to solve their own problems, but they want to come back to you again, share more. And the more you can learn about them and their needs, the more you, as the administrator and the teacher, can be respond to their needs,” explains Marcus.

“Just one relationship with a caregiver throughout a lifespan can actually change the brain’s development, heal trauma, and promote learning. ... We could do so much more if educators were equipped with the skills and self-awareness to systematically do this work.”

Empathic listening, she adds, can also help school leaders build stronger, more positive relationships with staff.

To make space for empathic listening, educators can prioritize opportunities for one-on-one connections in scheduled check-ins or drop-in office hours. Since this type of listening can take place in person, on Zoom, or over the phone, this is a skill that all educators, no matter their learning modality, can use to form more secure relationships.

3. Practice genuine vulnerability.

Often, educators feel restrained by the need to exert authority in a space, so they refrain from sharing their genuine frustrations or emotions. This hinders the development of secure attachments, says Marcus, and limits the social-emotional culture of a school. Instead, she suggests, educators should share their experiences directly. Once one person shows vulnerability, another person will open up. Only then can secure relationships blossom.

This practice fuels student-teacher relationships, but it is also key to creating an over-arching culture of safety in a school. “The more that principals can model empathy and self-awareness, the more they can share their journey with teachers and be vulnerable, the more it’s going to encourage educators to engage in the work,” says Marcus.

If you are educating in person, you can practice sharing personal details in informal exchanges with both students and colleagues. If you are educating online, Marcus says, you can use virtual opportunities, like introductory videos, pet cameos, or Zoom dance parties, to introduce your personality to your school community.

4. Provide educators with opportunities to do their own healing.

Teaching is, at its core, interpersonal work. It requires high levels of emotional intelligence. When educators approach the work unprepared for its social-emotional load, says Marcus, relationships suffer. Her advice? Give educators access to spaces and resources where they can do their own introspection and healing. When teachers are invited to engage in the therapeutic process of unpacking their personal stories and triggers, it can lead to social-emotional growth. The more that educators are able to improve their own social-emotional intelligence, the more students will be able to learn and feel safe.

Additional Resources:

FuelEd's professional development workshops for educators.
From Making Caring Common: How to Build Empathy and Strengthen your School Community
Teaching Social and Emotional Skills All Day
Safeguarding the Mental Health of Teachers
Trauma Informed video series

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The Importance of Strong Relationships Between Teachers & Students

A strategy to solve unfinished learning.

Anxiety, stress, and in some cases, trauma are prevalent as we live through the COVID-19 pandemic. Students are facing food and housing insecurities, isolation caused by school and business closures, uncertainty due to parents losing jobs, and the fear of catching the coronavirus or grief of losing family members to it. Educators are facing their own personal stresses, in addition to being concerned about teaching academic content and about the well-being of their students, which can ultimately wear on their well-being.

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But even with all of these stressors, teachers and students are trying to remain connected to schools and each other. Strong relationships with teachers and school staff can dramatically enhance students’ level of motivation and therefore promote learning. Students who have access to more strong relationships are more academically engaged, have stronger social skills, and experience more positive behavior. Unfortunately, too many students do not have this experience. A survey of 25,400 sixth to 12th graders in a large diverse district, found that less than a third of middle schoolers had a strong relationship with their teachers, and that number dropped to 16% by the time students reached 12th grade. Students from low-income backgrounds report even fewer strong relationships with their teachers.

When schools closed their doors in March 2020, these connections went away for many. But building trusting relationships will be critical to addressing the months of stress and missed classroom instruction, or unfinished learning, that has followed. Estimates show that as many as 3 million students are offline, hard to find, or have left school altogether as a result of school closures. In some places, data shows as many as 1 in 5 students did not participate in virtual learning in the spring. Building and maintaining strong “developmental relationships” that reconnect students with adults in school buildings will matter more now and in coming months than in previous school years. Without these trusting relationships and connections, educators cannot catch students up.

Strong relationships between adults and students must include: expressing care, challenging growth, providing support, sharing power, and expanding possibilities (see related chart for explanations). Importantly, these relationship-building actions must be done with an equity lens, one that supports positive racial, cultural, and ethnic identity development. The country’s attempt to reckon with 400 years of anti-blackness in response to recent acts of racial violence and injustice is highlighting the long-standing systemic inequities affecting students of color. And the pandemic is exacerbating them.

Creating strong relationships between students and those charged with educating them therefore will require adults to acknowledge the long-standing harms caused by racism in schools. Bias and discrimination, both implicit and explicit, can easily lead to harmful in-school practices that erase students’ cultural identities. Relationship building, however, must be done intentionally with the needs of students of color in mind and with a strength-based lens that recognizes and values the rich cultural and linguistic assets they bring to the classroom.

In this brief, we highlight the important practices of fostering strong relationships between students and adults, as well as how to build these relationships in ways that encourage and support students to engage in tasks that move them beyond their current understanding and skills.

What Do We Know About What Works?

District and school leaders considering emphasizing relationships as a strategy to help students catch up and stay connected with school will have to make intentional and important decisions about structuring time for teachers and staff, investing in activities, training on building developmental relationships, and about how to most effectively group students.

As school leaders consider what type of strategy could work best with their staff and students to build strong developmental relationship, they will have to make challenging decisions based on their specific circumstances or contexts. These decisions will come with tradeoffs. In this brief, we draw on research on strengthening student-teacher relationships, school-based mentoring, school-based after-school programming, and school-based case management to provide insight on those tradeoffs. The following chart shows how implementing different elements of building strong developmental relationships impacts the effectiveness of those relationships.

How Effective are Strong Relationships?

Critical Questions for Leaders

Who benefits most from strong relationships?

Students from all backgrounds and ages benefit from strong relationships.

Below are critical questions to ask, based on available research, as schools and districts are building plans to completed unfinished learning.

Why are strong relationships important?

Strong relationships provide a foundation for student engagement, belonging, and, ultimately, learning. The more high-quality relationships students have with their teachers, the better their engagement in school.

How can schools strengthen relationships among students and staff?

The most important thing schools can do to foster these relationships is to have a culture that explicitly values adults nurturing relationships with students and providing teachers and school staff with the time, space, and occasions to interact repeatedly with individual students, especially those that seem less engaged.

Which adult relationships are most impactful?

All in-school adults should strive for strong relationships with students. When students have strong relationships with their teachers, in-class motivation increases the most. In these instances, students are motivated by teachers’ high expectations as well as their own.

How should schools group students to foster relationships between adults and students?

Smaller groups are most effective for fostering relationships. One-on-one interactions allow for the greatest opportunity for individualized attention and support, but some adults and students benefit from a larger group setting.

What tasks will foster strong relationships in individual or group settings?

Activities are most effective when they are based on students’ interests or goals.

What training do adults need to build strong relationships?

Schools should provide all the adults in the school building with training on the elements of developmental relationships, time, and strategies to build developmental relationships. Schools should also provide individual feedback based on observations of adult interactions with students. This training will ensure that relationships are stronger and more effective in accelerating academic learning. students of color.

Positive teacher–student relationships: Their role in classroom management

The importance of building positive relationships with students.

Effective classroom management creates safe and supportive learning environments for all students. This explainer is part of a suite of foundational resources for beginning teachers, teachers working in new environments, or experienced teachers who want to refine or refresh specific elements of their classroom management practice.

They can be used to individually reflect on and refine one’s own practice, or as shared resources to support mentoring and other collaborative and whole-school approaches to improving classroom management.

The Australian Education Research Organisation (AERO)’s guidance is based on a synthesis of the most rigorous and relevant research evidence and guidance on classroom management from a wide range of research experts and expert practitioners across Australia and internationally.

This explainer describes how creating connections with students over time can help develop trust and positive relationships to support learning. Related explainers focus on high expectations for student behaviour , teaching routines and establishing and maintaining rules .

Positive teacher–student relationships are supportive and fair, and develop in learning environments where students feel safe, understood and appreciated. Teachers build connections with students when they demonstrate respect and trust, and have empathy for their needs (McDonald, 2019). Trust grows over time through multiple positive verbal and non-verbal interactions (Bennett, 2020; McDonald, 2019), however, building trust with some students is not easy (McDonald, 2019). In these circumstances, teachers can invest more time to build connections and show they are trustworthy. Trust and positive teacher–student relationships are built on the structure, predictability, reliability and dependability provided by routines and consistency (Bennett, 2020). Teachers affirm the belief that all students can experience learning success by maintaining high expectations, modelling expected behaviours and responding to students’ needs. This approach to building and sustaining high expectations fosters belonging, positive relationships and effective teaching and learning (AERO, 2023; Cobb & Krownapple, 2019; Healey & Stroman, 2021; Miller & Steele, 2021).

Cultural safety within the learning environment is essential to develop positive teacher–student relationships and provides a foundation upon which all learners can succeed. Cultural safety is experienced when an environment is created that is psychologically, spiritually, socially, physically and emotionally safe for students, their families and their communities (Moodie et al., 2019; Williams, 1999). To create culturally safe environments, teachers need to be culturally responsive. Cultural responsiveness maintains high expectations while providing commensurate support, and can provide a solid foundation for learning success (Australian Institute for Teaching and School Leadership [AITSL], 2022; Ladson-Billings, 2014; Sarra et al., 2018).

Fundamental to this is the implementation of critically reflexive practices where teachers examine their own identities, cultures, histories, biases, values and knowledge, and how these impact the development of relationships with the students in their classes and their families. Getting to know and understand their students, families and the wider community can help teachers be more reflexive. Being reflexive enables teachers to understand how the context and situations that influence their thinking impact their decision-making and reactions, and, importantly, how these impact their students.

To build positive relationships with students:

Model expectations for behaviours and routines to create a safe and predictable learning environment that builds trust.
Greet students warmly, and consistently use their names in interactions.
Acknowledge and praise students for their behaviour and efforts.
Understand and meet students’ learning needs.
Be aware of how your values, beliefs and knowledge about learning and student behaviour impact how you engage with your students.
Demonstrate that you’re trustworthy, consistent and reliable over time.

Relationships are an important element of effective classroom management (AITSL, 2021). Students who have positive connections with their teachers are more likely to have positive attitudes towards school, perceive themselves as part of their school community, attain higher academic results and place a high value on regular attendance (Commissioner for Children and Young People [CCYP], 2018).

The positive interactions between teachers and students, which help build relationships, act as a safeguard for some students who may have difficult relationships in their personal lives (CCYP, 2018). These interactions enable them to have better engagement outcomes at school (CCYP, 2018).

An emotionally safe school environment allows students to feel secure and confident to attend and be assured they will receive support if they face any difficulties (Centre for Education Statistics and Evaluation, 2020).

Students are more likely to feel comfortable and engaged in learning when their teacher is welcoming, interested, encouraging, caring and kind (CCYP, 2018). Positive teacher–student relationships also enable teachers to intervene more effectively and efficiently to meet the learning and behavioural needs of students when problems arise (Epstein et al., 2008; Marzano et al., 2003; Goss et al., 2017).

A foundation of safety and predictability enables peer and teacher–student relationships to flourish (McDonald, 2019). Prioritising relationships allows teachers to demonstrate credibility through growing connections and care for students, which can lead to greater effort and trust from students in return, creating a calmer and more productive classroom (AITSL, 2021).

Developing positive relationships with students

Developing positive relationships with students is facilitated by planning, explicitly teaching and modelling established expectations for behaviour, routines and rules to create a safe and predictable classroom for all students (Bennett, 2020). Teachers should use students’ preferred names, and discuss class expectations, rules and responsibilities (De Nobile, 2021). A simple practical strategy to positively connect with students, for example, is by greeting students warmly, and consistently using their names in interactions (Evidence for Learning, 2023).

Teachers can get to know students through informal chats, which help to build trust. This enhances the teacher’s approachability and encourages more open communication between students and the teacher (De Nobile, 2021). Teachers can also greet students individually at the classroom door every day, interact with students outside the classroom, inquire about students’ interests, communicate positively, deliver constructive feedback wisely, and communicate positive messages home (AITSL, 2021; Hepburn & Beamish, 2020; Ulmanen et al., 2016). Teachers should also regularly and intentionally ‘check in’ with every student, listen when students raise concerns, and assure and uphold confidentiality (CCYP, 2018; Education Endowment Foundation, 2021).

Teachers also cultivate relationships by noticing student effort and responding supportively when they struggle, helping students see that they can be successful, and thanking them so they feel their effort was worth it (Bennett, 2020; Lemov, 2021). This can include teachers speaking to a student privately and reassuring them of their appreciation of them and their belief in the student’s ability to handle any of the classroom expectations (Lemov, 2021).

Praise needs to be thoughtfully given if it is to support a positive teacher–student relationship. Praise that is timely, genuine, informative and specific reinforces positive student behaviours, helps establish a positive and encouraging learning environment, and can strengthen teacher–student relationships (Archer & Hughes, 2011). Frequent acknowledgement of students meeting expectations also helps to build positive teacher–student relationships (Lemov, 2021).

Students are often motivated by status and maintaining their dignity, and, understandably, want to avoid being embarrassed in front of their peers (Bennett, 2020). Whenever practical, teachers should give students a chance to change the direction of their behaviour without embarrassment (Bennett, 2020).

To improve practice, teachers can observe colleagues with effective classroom management, and watch them when they take on a new class to observe their interpersonal skills as they interact with students to build relationships (Bennett, 2020).

This scenario provides a practical example of the evidence summarised in this explainer. It provides insight into one teacher’s approach to establish, maintain and continuously develop relationships with a class to create a safe and supportive learning environment.

Mr D. makes a special effort at the beginning of the school year to learn his students’ names as quickly as possible. He creates a seating plan and individual name cards that sit on each student’s desk for the first week of term. He also adopts a new routine of standing at the door

and greeting each student by name as they enter the classroom. Students respond positively to his greetings and engage in small talk, helping to build positive student–teacher connections.

Mr D. tries to ensure that he has positive interactions with his students in lessons, on playground and bus duty and moving around the school. He frequently acknowledges students meeting behaviour expectations, individually and as a class. When students are unsure of concepts

or tasks, he supports them by checking where they are having trouble and helping them. His positive and predictable approach has seen encouraging results over the course of the year,

fostering a sense of trust and openness with most students, and making them feel comfortable seeking help when needed.

Despite the positive connection Mr D. builds with most of his students, there are 2 individuals who have consistently disrupted the class since the beginning of the school year. Expressing his frustration to a colleague at how these 2 students often interrupt learning for themselves and others, his colleague suggests that he try informal one-on-one conversations with each student away from the classroom environment.

While he’s on playground and bus duty, Mr D. was able to talk to each student in a more relaxed way about what the student thought was happening during a lesson, what Mr D. thought was happening, why it was happening and how they could work together to overcome this so the student was able to demonstrate the expected behaviours and focus on their learning.

After their informal conversations, both students have begun to show more effort to follow the classroom routines and rules, even if they sometimes appear reluctant. It was an initial positive interaction for Mr D. to build on. He knows there is a lot more work required but he reminds himself that his goal is to establish a safe and predictable environment for all students where they can all interact positively with their teacher and each other, and learn.

For more practical guidance

AERO has developed a suite of resources to support teachers and school leaders to refine or refresh their foundational practices in creating safe and supportive learning environments through effective classroom management. You can read the Classroom Management Resources: User Guide for an overview of these resources and suggestions for their use.

Australia's national education evidence body

Home / Essay Samples / Sociology / Interpersonal Relationship / Teacher-Student Relationships

Teacher-student Relationships Essay Examples

The importance of establishing a positive relationship between teacher and student.

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Classroom Rules: Examining Their True Importance

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Finding the Perfect Balance: Crafting My Conducive Learning Environment

It is a significant aspect of a teacher's duty to ensure a safe and supportive learning setting via various means to establish a conducive learning environment.When learners start the course, it is essential to set ground rules. Within this, it's necessary that the learners create...

The Role of Quality Education in Linking the Teacher and the Community

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An Ideal Learning Community: Plc and Teacher Empowerment

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Learners and Learning: How to Become an Effective Teacher

Positive teacher-student relationships assist in a range of aspects in students' lives such as learning empathy, developing negotiation and harmonization skills. It further assists with instilling a higher level of self-confidence, self-esteem, critical thinking to develop trust and shows the role of effective teacher. This...

Why I Like My Teacher: a Reflection on Inspirational Education

Throughout my academic journey, I have been fortunate to encounter many teachers who have left a positive impact on my life. However, there is one particular teacher whom I admire and appreciate for various reasons. This essay aims to delve into the reasons why I...

What Sets Apart Great Teachers: Essential Qualities

The ability to be a good teacher comes from the identity and integrity of a person rather than a technique that they learn. In what makes a good teacher essay will be discussed the concept of being a good teacher. The concept of a good...

Unveiling Special Education: Understanding Its Essence

Studies conducted on the most appropriate way to care for early childhood children with special educational disabilities favor the inclusion of children with most categories of disability in the standard educational setting. In what is special education essay this topic will be considered. This approach...

The Factors of the Effective Teacher and Student Relationships

As a Christian educator, it is vital to determine what it means to teach Christianly before walking into the classroom. If we believe Jesus is Lord of all, then we know that he cannot be a part-time God. Likewise, we cannot be part-time Christians, just...

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