Why are social context, interpersonal relationships, and emotional well-being important to student
learning?
Dasha Bunks
Liberty University
PSYC 775 - Teaching of Psychology
Dr. Winn
2022
Learning is situated within multiple social contexts.
Explanation Learners are a part of families, peer groups, and classrooms that are situated in larger
social contexts of schools, neighborhoods, communities, and society. All of these contexts are influenced
by culture, including shared language, beliefs, values, and behavioral norms. Furthermore, these layers
of context interact with each other (e.g., schools and families). Appreciating the potential influence of
these contexts on learners can enhance the effectiveness of instruction and communication across
contexts (e.g., between teachers and parents).
Teachers who are aware of the potential influence of the classroom’s social context on learners
and the teaching–learning process can facilitate effective interpersonal relationships and
communication with and between students and thereby affect learning:
• The more teachers know about the cultural backgrounds of students and how differences in
values, beliefs, language, and behavioral expectations can influence student behavior, including
interpersonal dynamics, the better they will be able to facilitate effective teaching–learning
interactions in their classrooms. For example, for students whose culture is more collectivist than
individualistic, teachers can enhance learning experiences through more frequent use of
cooperative learning activities.
• Teachers can relate the curriculum to students’ cultural backgrounds—for example, through
incorporating local history into social studies lessons or gearing science toward local health
problems.
Given potential variations in cultural experiences, it is critical that the teacher facilitate a “classroom
culture” that ensures shared meanings, values, beliefs, and behavioral expectations and provides a safe
and secure environment for all students.
• Establishing connections with families and local communities can help enhance understanding
of student cultural experiences and facilitate shared understandings about learning. Family
involvement facilitates student learning, so creating opportunities for family and community
involvement in the work of the classroom is vital.
• Seeking opportunities to participate in the local community (e.g., attending local cultural events)
can help connect the relevance of learning to students’ everyday lives and enhance teachers’
understanding of the cultural background and experiences of their students.
The teaching–learning process in preK–12 classrooms is inherently interpersonal, encompassing
both teacher–student and peer connections. These relationships are essential for facilitating healthy
social-emotional development of students. Given their social nature, classrooms provide a critical
context for teaching social skills such as communication and respect for others. Developing successful
relationships with peers and adults is highly dependent on one’s ability to communicate thoughts and
feelings through verbal and nonverbal behavior.8 Relevance for Teachers Given the interpersonal nature
of preK–12 teaching and learning, teachers should attend to the relational aspects of the classroom:
• A safe and secure environment, both physical and social, and shared classroom culture (e.g.,
ensuring that everyone in the classroom is clear about relevant vocabulary, values, and norms)
provide the foundation for healthy teacher–student and peer relationships.
• Teachers can provide clear behavioral expectations related to social interactions (e.g., respect
for others, use of clear communication, nonviolent conflict resolution) and opportunities for all
students to experience successful social exchanges.
• Not only can teachers establish cooperative and supportive classroom norms but it is also critical
that teachers set clear injunctions against bullying in any form.
• Opportunities to learn effective social skills should include planned instruction and opportunities
for practice and feedback. These social skills include cooperation/collaboration, perspective taking
and seeking, respect for others’ views, constructive feedback, interpersonal problem solving, and
conflict resolution.
• Teachers are responsible for ensuring that a positive social climate is maintained, promoting
peaceful resolution of student conflicts, and intervening early should bullying occur.
One of the foundational skills for the more complex interactions described above is the development of
clear and thoughtful communication. Effective student communication requires teaching and practice of
component skills. Teachers may incorporate lessons in communication basics as part of the routine
curriculum. For example, they might incorporate specific skills into a lesson (such as how to ask relevant
questions) and provide opportunities to apply those skills, such as during cooperative learning. In
addition, teachers can:
• Prompt students to elaborate on their responses.
• Engage in give-and-take with other students during discussions.
• Seek clarification from others.
• Listen carefully to others.
• Read nonverbal cues.
• Provide opportunities for students to practice communication in both academic and social
contexts.
• Provide feedback to enhance skill development.
• Model effective verbal and nonverbal communication by using active listening, matching facial
expression with verbal messages, using questions effectively, providing elaboration in response to
student questions, and seeking student perspectives.
References
Lee, P. C., & Stewart, D. E. (2013). Does a socio-ecological school model promote resilience in
primary schools? Journal of School Health, 83, 795–804. doi:10.1111/josh.12096
National Association of School Psychologists. (2013). A framework for safe and successful schools.
Retrieved from www.nasponline. org
Thapa, A., Cohen, J., Higgins-D’Alessandro, & Gaffey, S. (2012). School climate research summary:
August 2012. New York, NY: National School Climate Center.
Trickett, E. J., & Rowe, H. L. (2012). Emerging ecological approaches to prevention, health
promotion, and public health in the school context: Next steps from a community
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