7-1 Discussion: Relationships and Social Development
In addition to influencing a child’s academic success, the teacher-student relationship also significantly
impacts the child’s social development. Students feel more at ease and safe in their classrooms when
they have a positive relationship with their teacher, resulting in a boost in active participation by
motivating children to take on academic challenges. Having a positive relationship with their teachers is
beneficial for children struggling in school as it is sometimes critical to their success.
Experiences of social interactions that children have at school as well as at home have an impact on
their behavioral and social development (Serpell, Z.N., & Mashburn, A.J., 2012). The foundation for a
child's social development is built on the child-teacher relationship. Children can define their own
identities, develop social and emotional intelligence, and learn to adjust to new environments by
developing this type of positive relationship with a non-parental authoritative figure. As they spend
most of their time in school and in classroom settings, children's experiences there have a significant
impact on how well they operate in their academic and social-emotional domains.
The ability of children to adjust to the school environment and social development is influenced by both
positive and negative relationships between students and teachers. Negative and controversial child-
teacher relationships have been shown to decrease academic performance, lower the cognitive
resources for learning, and increase emotional distress, whereas warm, communicative relationships
have been shown to increase children's emotional security, academic performance, and self-confidence
(Rucinski, C.L., Brown, J.L., & Downer, J.T., 2018). Relationships between children and teachers have also
been linked to emotional and social functioning. Child-teacher relationships that are positive are
associated with a decrease in internalizing and externalizing issues. Additionally, children with higher
internalizing and externalizing behaviors are less likely to develop close relationships with teachers,
increasing the risk of academic failure and social development issues (Rucinski, C.L., Brown, J.L., &
Downer, J.T., 2018).
Although child-teacher and child-caregiver relationships are both highly influential on a child's
development, I think that in some cases, a child's relationship with a teacher is more crucial than their
relationship with a caregiver. A strong relationship with a teacher may be the only thing that puts a child
on the path to academic and developmental success in situations when they are being mistreated,
ignored, or neglected by their caregivers. A child is more likely to struggle academically, drop out of
school, or experience problems with their social and emotional development if they have a poor
connection with both their caregiver and their teachers.
References:
Rucinski, C.L., Brown, J.L., & Downer, J.T. (2018). Teacher–child relationships, classroom climate, and
children’s social-emotional and academic development. Journal of Educational Psychology, 110(7), 992–
1004. Retrieved November 27, 2022, from https://doi.org/10.1037/edu0000240 0
Serpell, Z.N., & Mashburn, A.J. (2012). Family–school connectedness and children's early social
development. Social Development, 21(1), 21–46. Retrieved November 27, 2022, from
https://doi.org/10.1111/j.1467-9507.2011.00623.x
