The space between us: Researching student and teacher understandings of significant and influential student-teacher relationships

Abstract

A growing body of literature reveals that all people, especially the young, need to experience relationships that promote safety, trust, belonging and connectedness to other humans, in order to develop and reach their potential. Particularly for students holding negative self-constructs or lacking confidence within school contexts, a caring teacher may represent the single most influential relationship available to a young person at that time. Research links the development of significant and influential student–teacher relationships with experiences of student success, the development of positive self-beliefs and improved wellbeing. Despite this, the New Zealand Ministry of Education make little reference to student–teacher relationships (significant or otherwise) within their latest Strategic Intentions, prioritising instead, improved attendance, achievement and system stewardship. At a time when New Zealand has been ranked last out of 36 OECD countries for overall child mental health, a clear gap has emerged between the educational intent of the Government and the social and emotional needs of the students in this country.

Within an interpretative phenomenological framework this study used semi-structured individual and focus group interviews to explore the lived experiences of being in significant and influential student–teacher relationships (STRs) for six Year 13 students and four secondary school teachers, in the lower South Island of New Zealand. The study also considered the influence that such connections had on the development of student self-beliefs and their experiences of competence and self-worth. Connections between STRs and an ethic of care in education was also explored.

Characteristics of STRs described by participants fell within two key areas. The first area described the importance of authentic connections between students and their significant teachers. These were demonstrated by students feeling noticed, the exchange of meaningful dialogue, the provision of teacher time and student experiences of unconditional teacher acceptance. The second key area related to the establishment of relational equity within the STR. This was interpreted through the co-construction of student–teacher connections, teacher role flexibility and overarching student experiences of safety and trust. Participants in this study also presented compelling evidence that STRs positively influenced student self-beliefs and promoted better academic, socio-emotional and wellbeing outcomes. All students participating in this research reported significant and positive personal growth from the formations of their STR.

The Space Within model, developed from this study, is offered as one possible interpretation of how student self-beliefs may be influenced by significant teacher relationships. A further finding from this study suggested that the emotional labour required of teachers in maintaining significant student connections without systemic support, occurred at the expense of that teacher’s own wellbeing, raising concerns regarding the sustainability of teachers supporting students in this way.

This thesis provides a comprehensive and nuanced view of relationships considered significant and influential to students at the conclusion of their secondary school experience. It raises implications for both teachers and school leadership. Recommendations from this study encourage the provision of teacher professional development and resourcing to support and maintain STRs in schools.