A new study has shed light on the link between students’ behaviour and language – including how the latter regulates emotions.
In her paper, titled: ‘Can teacher-child relationships support human rights to freedom of opinion and expression, education, and participation?’, Dr Cen Audrey Wang from Charles Sturt University studied how teacher-student relationships change over the early school years in terms of closeness and conflict.
The study also looked at how these trajectories differ in type and frequency for children with typical development and children with speech and language concern (SLC), and whether the trajectories are associated with school outcomes at 12–13 years.
It found that there is a link between the quality of teacher-student relationships and their impact on children’s language development, as well as their social and emotional well-being later in life.
The majority of participating children had teacher-child relationship trajectories with sustained high closeness and low conflict that predicted positive outcomes at age 12–13.
However, the SLC group was more at risk of less positive trajectories and poorer school outcomes.
Dr Wang said close, less conflicted relationships with teachers may provide a supportive context for later language, literacy and social-emotional development.
“This study highlights the role of teachers in supporting children in their development of communication and academic skills that will optimise their capacity for freedom of opinions and expression, education and participation, as enshrined in Articles 19, 26 and 27 of the Universal Declaration of Human Rights,” she said.
Dr Wang said the study also provides evidence that teachers may help support these human rights.
“The present study provides guidance on when and where difficult relationships can arise across the first six years of school,” she said.
“Children whose initial relationships with teachers were characterised by low closeness or moderate to high conflict were at greater risk of forming less positive teacher–child relationship trajectories, but the children who experienced increasing levels of conflict with subsequent teachers were most at risk.”
Dr Wang said efforts to improve teacher-child relationships with children with speech and language difficulties, or whose parents are concerned about their communication, need to start early.
However, she pointed out that relationship quality also needs continual monitoring as these children move into the middle years of childhood.
“Teachers, speech-language pathologists and parents need to be aware of the potential challenges that children with SLC may have in forming positive relationships with teachers, and together provide support for children’s speech and language skills, social relations and self-regulation,” she said.
“Future research is needed to develop and trial new or adapted programs, and to ensure that they are focussed on early formation of positive teacher-child relationships as well as ensuring relationship support into the middle years of school.”
Related stories:
How poorer students perceive school
Free schools not delivering on their promise – study
Does discrimination impact student achievement?