Interpersonal Relationships in the Primary Classroom: An Analysis of Social and Affective Outcomes

Abstract

-Recent research regarding the quality of relationships in primary classrooms has focused largely on the enhancement and development of cognitive skills. The study reported here focused on a range of social and affective outcomes with the intention of broadening our understanding of the classroom as an interactive system, from the child's perspective. This paper provides empirical evidence on children's perceptions at Key Stage 2 (pupil age 7-11 years) of their relationships with teachers, other adults and children. Data were collected via an attitudinal questionnaire survey in nine primary schools in England. Results indicate that, in addition to the development of social skills, children also valued academic confidence, learning and the involvement of their parents in homework, and that these were associated with the interactions and routines established within the primary classroom settings. Some variations in terms of pupil age, teacher career phase, and the socio-economic context of the school were identified; however, the importance of the relationship between pupil and teacher remained consistent across schools.

Close and Conflictual: How Pupil–Teacher Relationships Can Contribute to the Alienation of Pupils from Secondary School

“…The study concluded that, as teachers develop through their career, there are areas of tension which may have an impact on their future relationships with pupils. A subsequent study [5] found that teacher-pupil relationships evident in primary classrooms contribute to the overall learning environment particularly in relation to interactions, routines, and activities. In addition, there was found to be a statistical association between pupils' views of their relationships with teachers and their self-reported satisfaction with school.…”