The Longitudinal Associations between Teacher-Student Relationships and School Outcomes in Typical and Vulnerable Student Populations: A Systematic Review
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| Title: | The Longitudinal Associations between Teacher-Student Relationships and School Outcomes in Typical and Vulnerable Student Populations: A Systematic Review |
|---|---|
| Language: | English |
| Authors: | Giulia Di Lisio (ORCID |
| Source: | Social Psychology of Education: An International Journal. 2025 28(1). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers; Policymakers |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Teacher Student Relationship, Outcomes of Education, Learner Engagement, Underachievement, Dropouts, At Risk Students, Minority Group Students, Migrants, Low Income Students, Special Needs Students, Students with Disabilities, Learning Disabilities, Mental Disorders, Longitudinal Studies, Academic Achievement, Conflict, Intervention |
| DOI: | 10.1007/s11218-025-10107-8 |
| ISSN: | 1381-2890 1573-1928 |
| Abstract: | This systematic review examines the teacher-student relationship (TSR) from an attachment perspective and explores its impact on academic (dis)engagement, (under)achievement and Early School Leaving (ESL) over time. It addresses two objectives: (1) examining the longitudinal influence of TSR on academic outcomes and (2) assessing its effect on vulnerable student populations, including those facing Social Vulnerabilities (e.g., students from ethnic minorities, migrant backgrounds, or living in low socioeconomic conditions), Special Needs (e.g., disabilities or learning difficulties), and Mental Health issues. Additionally, the review considers how individual characteristics such as gender may shape the quality and impact of TSRs. A total of 37 longitudinal studies from ERIC, Academic Search Complete, Scopus and Web of Science were analyzed, using the PRISMA guidelines to ensure transparency and replicability. The results revealed significant associations between the quality of TSR and academic (dis)engagement over time, with smaller effects on academic (under)achievement. Mixed results were found regarding gender. Students from low socioeconomic status, minority backgrounds, and those with mental health challenges experienced poorer TSR, which in turn led to poorer academic outcomes in the long run. For Special Needs students, positive TSRs supported behavioral engagement and academic achievement, while poor relationships were linked to increased conflict and risk of disengagement. The review underscores the importance of supportive and responsive teacher-student interaction in fostering a conducive learning environment over time, especially for vulnerable students. Additionally, it suggests that enhancing TSR quality can act as a protective factor against disengagement and underachievement, thereby reducing the risk of ESL. These findings highlight the need for targeted interventions to improve TSRs, particularly for students at higher risk of educational exclusion. Overall, the study provides a comprehensive understanding of how TSRs influence various academic outcomes over time, offering valuable recommendations for educators and policymakers to support vulnerable student populations. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477442 |
| Database: | ERIC |
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