Teacher dating student after graduation
Through this secure relationship, students learn about socially appropriate behaviors as well as academic expectations and how to achieve these expectations (Hamre & Pianta, 2001).
Students in low-income schools can especially benefit from positive relationships with teachers (Murray & Malmgren, 2005).
Students who perceive their relationship with their teacher as positive, warm and close are motivated to be more engaged in school and to improve their academic achievement (Hughes, Cavell, & Jackson, 1999).
Students’ motivation to learn is impacted positively by having a caring and supportive relationship with a teacher (Wentzel, 1998).
Studies show that early teacher-student relationships affect early academic and social outcomes as well as future academic outcomes (Pianta 1992; Hamre & Pianta 2001), but few researchers have looked at the effects of teacher-student relationships in later years of schooling.
Researchers who have investigated teacher-student relationships for older students have found that positive teacher-student relationships are associated with positive academic and social outcomes for high school students (Alexander, Entwisle, & Horset, 1997; Cataldi & Kewall Ramani, 2009).
Motivation is closely linked to student’s perceptions of teacher expectations.
Studies of middle and high school students have shown that students shape their own educational expectations from their perceptions of their teachers’ expectations (Muller, Katz, & Dance, 1999).
Furthermore, students who went from low teacher closeness to high teacher closeness significantly increased in math skills over the transition year, from elementary to middle school (Midgley et al., 1989).
There are several factors that can protect against the negative outcomes often associated with low-income schooling, one of which is a positive and supportive relationship with an adult, most often a teacher (Murray & Malmgren, 2005).
Low-income students who have strong teacher-student relationships have higher academic achievement and have more positive social-emotional adjustment than their peers who do not have a positive relationship with a teacher (Murray & Malmgren, 2005).
In one intervention study that aimed to increase positive relationships between low-income high school students and their teachers, results showed that students who participated in the intervention significantly improved their GPA over the course of five months (Murray & Malmgren, 2005).
Such research shows that positive teacher-student relationships can improve academic skills in students as early as middle school and as late as high school (Midgley et al., 1989; Murray & Malmgren, 2005).