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Student–teacher closeness and conflict in students with and without special educational needs
Publication . Rodrigues, Ana Sofia; Pipa, Joana; Aguiar, Cecília; Vaz da Silva, Francisco; Moreira, Sérgio
Teachers play a key role in creating effective conditions for students to succeed in school. The quality
of student–teacher relationships is consistently associated with social, emotional, behavioural
and academic adjustment, and this is even more relevant for students with special educational needs
(SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed
to examine the associations between students’ externalising and internalising behaviour, social skills
and academic performance, and teachers’ perceptions of conflict and closeness in their relationships
with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7
(169 students with SEN) were collected. Teachers (n = 74) reported on the student–teacher relationship
and students’ social skills, behaviour problems and academic performance. Special education
teachers (n = 38) provided information regarding the diagnosis and profile of functioning of
students with SEN. Results showed that teachers’ reports of students’ social skills and externalising
problems were the strongest predictors of closeness and conflict. Internalising problems and SEN
status also predicted decreased closeness, despite smaller effects. Taken together, findings support
the importance of professional development opportunities focusing on facilitating teachers’ relationships
with students with perceived challenging behaviour.
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Entidade financiadora
Fundação para a Ciência e a Tecnologia
Programa de financiamento
3599-PPCDT
Número da atribuição
PTDC/MHC-CED/4150/2014