Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus (1991). Based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class. It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students and change teacher wellbeing in the long run. In addition, the notion of mental representations of relationships at different levels of generalization could offer a window to understand how individual teacher-student relationships may affect the professional and personal self-esteem of teachers. Lastly, it is argued that the influence of student misbehavior on teacher stress may be more fully understood from a relationship perspective. The review shows that few studies have directly tested these propositions and offers suggestions for future research.Keywords Teacher wellbeing . Teacher stress . Teacher-student relationships . Mental representations . Emotions . Behavior problems Insight in teacher wellbeing is important for several reasons. First of all, it adds to the understanding of teacher careers. Knowing factors that are of high concern to teachers is

Racist victimization among children in The Netherlands: the effect of ethnic group and school. Ethnic And Racial Studies, 25(2), 310.

School ethnic diversity is not enough to promote interethnic tolerance. It is important to examine diversity in relation to other aspects of the school environment that may influence how students respond to the ethnic diversity within school. Important factors to consider are the presence of multicultural education and inclusive school identities, student-teacher relationships, and peer norms and networks, but also the role of parents and of peer relations outside the school context.

A relationship-focused reflection program (RFRP) was developed that targeted teachers' mental representations of relationships with specific children. Relative effectiveness was examined in a randomized comparative trial with repeated measures. Thirty-two teachers were assigned to the RFRP or the comparison intervention directly aimed at teacher behavior. Per teacher, two children (N = 64) were selected with above-median levels of externalizing behavior. Multilevel growth modeling was used to explore intervention effects on teacher-reported Closeness and Conflict, and observed Teacher Sensitivity and Behavior Management Quality. Teaching Efficacy was included as a moderator. The RFRP yielded changes over time in closeness for about half of the teacher-child dyads. In addition, teachers with high efficacy beliefs were more likely to report declines in conflict than low-efficacy teachers. Lastly, significant increases were found in observed sensitivity. These effects were different from those found in the comparison condition and provided preliminary evidence for the potential of in-depth reflection on specific relationships to promote teacher-child relationships.

According to the deprovincialization thesis, interethnic contact involves a reappraisal and distancing from the ingroup. Contact can broaden one's horizon by acknowledging and recognizing the value of other cultures and thereby putting the taken-for-granted own cultural standards into perspective. The current research uses data from three surveys to examine the relationship between quantity of outgroup contact and ingroup distance (ingroup identification and ingroup feelings) among native Dutch participants. More positive contact with ethnic outgroups was expected to lead to a higher endorsement of multiculturalism, that, in turn, is related to a stronger distancing from the ingroup. Findings in all three studies support the deprovincialization thesis. In addition, in Study 3, mediation is found independently of outgroup threat. Findings across the three studies confirm the stability of the results and cross-validate the deprovincialization thesis.

Despite the recent retreat of multiculturalism in various European countries, forms of multicultural education are favored and practiced in many of these countries. These educational practices are considered desirable and necessary for the development of positive inter-ethnic relations. After considering conceptions of multicultural education, we discuss multilevel quantitative research on perceived multicultural education and its effects on inter-ethnic attitudes among early adolescents in the Netherlands. The positive effects of multicultural education are interpreted in terms of children’s improved cultural knowledge and understanding, and the establishment of anti-racism norms within the classroom. These two theoretical mechanisms can explain the positive impact of multicultural education on children’s inter-ethnic attitudes. The review of the research is concluded by providing directions and suggestions for future research.

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