The Importance of the Student–Teacher Relationship

Abstract

Young people leaving school before graduation is a challenge for most countries in the western world. Qualitative research points to the teacher–student relationship as being one of the most important factors influencing the student's completion. In this chapter, we will explore how young people in vulnerable positions describe their relationship to teachers, and the relationships' impact on their education. This is described through the narratives of three young people struggling with school and their relationships with teachers. The main findings confirm the teacher–student relationship is one of the most important factors in young people's education, pointing at verbal expressions, body language and acknowledgment of students' learning difficulties. The students describe teachers who label them as misfits and who make them do tasks in set ways, impossible for them, despite knowing they have learning difficulties. Experiences like this are described as struggles. As a consequence of a troublesome student–teacher relationship, some students change their educational programme.

Citation

Bunting, M. and Jota, K. (2021), "The Importance of the Student–Teacher Relationship", Gravesen, D.T., Stuart, K., Bunting, M., Mikkelsen, S.H. and Frostholm, P.H. (Ed.) Combatting Marginalisation by Co-creating Education (Great Debates in Higher Education), Emerald Publishing Limited, Leeds, pp. 79-89. https://doi.org/10.1108/978-1-80043-448-620211007