Student–Teacher Relationships

Children with intellectual disabilities have been shown to experience relationships with their teachers that are marked by less closeness and more conflict and dependency compared to typically developing children. Studies suggest that the level of positivity or negativity in student–teacher relationships affects children’s social and academic development, playing an important role in students’ academic outcomes across formal schooling. This entry examines the social role of student–teacher relationships, factors that impact these relationships, and related academic outcomes. Specific attention is given to how student–teacher relationships affect and are impacted by intellectual disabilities.

student–teacher Relationship as Protective

In the United States, families may experience a combination of individual, community, economic, and societal pressures. As a result, young children may be affected by risk factors associated with academic difficulty. Children ...

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