Peer integration, teacher-student relationships and the associations with depressive symptoms in secondary school students with and without special needs

Schwab, Susanne; Rossmann, Peter

doi:10.1080/03055698.2019.1584852

Cited by 23 publications

(14 citation statements)

References 31 publications

(26 reference statements)

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“…Previous research mostly reported poorer relationships between SEN students and their teachers (Murray and Greenberg, 2001;Al-Yagon and Mikulincer, 2004;Murray et al, 2006;Freire et al, 2020) and fewer opportunities to participate at school than TD students (Coster et al, 2013). Our results show the opposite, as Schwab and Rossmann (2020) similarly showed in a recent study that found SEN students rated their teacher-student relationships more positively than TD students.…”

Section: Discussionsupporting

confidence: 61%

“…O'Donnell and Reschly (2020) state that the inconsistence in school connectedness or teacher-student relationships in the literature on SEN students could be attributable to the availability of resource rooms and close relationships with special education teachers in each context. Similarly, Schwab and Rossmann (2020) explain their results by arguing that in the Austrian school system, SEN students are often supported by two teachers in regular classrooms, one of whom is a special needs teacher who spends much time with the students, providing opportunities to develop a closer relationship with them. We think the same hypothesis could explain our positive results for teacher-student relationships and the better perception of participation of the SEN students in our sample, as such students attending public mainstream schools in Chile receive academic support by special needs teachers in regular classrooms and additional support in small groups in a special resource room.…”

Section: Discussionmentioning

confidence: 96%

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Influence of Teacher-Student Relationships and Special Educational Needs on Student Engagement and Disengagement: A Correlational study

et al. 2021

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Contemporary educational research has found that student engagement and disengagement have a relevant influence on learning outcomes. However, research on the influence of teacher–student relationships in the engagement of students with special educational needs (SEN) is scarce. The purpose of this study is to analyze the impact of teacher–student relationships, peer support at school, family support for learning, opportunities to participate at school, and SEN on engagement and disengagement of students using a sample of secondary students with SEN and typical development (TD). Through a non-experimental, correlational, and cross-sectional design, we evaluated 1,020 high school students (340 with SEN and 680 with TD) in the 9th grade (13–19 years old, M = 14.8; SD = 0.89). Teacher–student relationships, peer support at school, and family support for learning were assessed via subscales from the Student Engagement Inventory (SEI), opportunities to participate at school were measured with a subscale of the School Participation Questionnaire (SP), whereas engagement and disengagement were measured using the Multidimensional Scale of School Engagement (MSSE). Results show significant statistical differences between SEN and TD students in both student engagement and disengagement indicators. Engagement of SEN students is higher in the cognitive, emotional, and social dimensions than that of TD students. However, they also have higher disengagement in the cognitive and behavioral dimensions. Furthermore, SEN students rate their relationships with teachers more highly and perceive more opportunities for school participation than their peers. Further analyses show that teacher–student relationships are positively associated with all dimensions of student engagement and inversely with behavioral and cognitive disengagement. Although correlational, the findings suggest teacher–student relationships and school participation opportunities could be important variables for diminishing disengagement and its negative consequences for both SEN and TD students, while improving student engagement. We discuss these results considering possible implications for educational policies, practices, and research.

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Section: Discussionsupporting

confidence: 61%

Section: Discussionmentioning

confidence: 96%

Influence of Teacher-Student Relationships and Special Educational Needs on Student Engagement and Disengagement: A Correlational study

et al. 2021

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“…The teacher is not only a manager of social relations in class, but also an attachment figure who has an important role in the students' development process (Schwab & Rossmann, 2020). Research on the role of the student-teacher relationship (STR) has been inspired by extended attachment theory (Bowlby, 1982;Hamre & Pianta, 2001), based on the idea that warm relationships between children and teachers might promote emotional security in students (Sabol & Pianta, 2012).…”

Section: The Student-teacher Relationshipmentioning

confidence: 99%

“…Previous studies showed that, in general, children with Special Educational Needs (SEN) tend to have a poorer student-teacher relationship than their peers (Prino et al, 2016). Also, negative student-teacher relationships seem to be associated with more depressive symptoms in children with SEN (Schwab & Rossmann, 2020).…”

Section: Student-teacher Relationships In Children With Special Educational Needsmentioning

confidence: 99%

School adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence

Berchiatti

Badenes‐Ribera

Ferrer

et al. 2020

Children and Youth Services Review

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The aim of this study was to investigate the quality of the student-teacher relationship, peer relationship, emotional and behavioral outcomes and academic performance in school adjustment of children who stutter. Methods: The convenience sample consisted of 536 children -62 affected by stuttering and 474 in the control groupand 36 prevalent teachers from six primary and secondary schools in Northwest Italy. Children were assessed with a sociometric questionnaire. Teacher evaluations were also used to assess their perception of their relationships with the student (Student-Teacher Relationship Scale), children' behavior (Strengths and Difficulties Questionnaire), and children's academic competence. Chi-squared tests, t tests, bivariate correlations, and Multivariate Analysis of Variances (MANOVAs) controlling for the students' social status in the peer group were used to analyze the data. Results: The chi-squared test showed that children who stutter were more unpopular and rejected by peers than expected. The results of several MANOVA 2 (presence of stuttering in children) × 5 (students' social status in the peer group) tests performed on study variables showed greater difficulty on the teacher's part to establish a relationship based on affective closeness with mainstream students that are unpopular and rejected by classmates, but not with children who stutters. Children who stutter also showed high levels in Hyperactivity and low academic outcomes. Conclusions: Findings suggest to teachers the need to meditate on school well-being of children who stutter in order improve their social inclusion in the classmates group, and provide researchers with an in-depth knowledge about the effect of stuttering on children's school adjustment. The student-teacher relationship quality in students who stutter StutteringStuttering is a complex and multifaceted developmental disorder within which linguistic, speech-motor, physiological, cognitive, and emotional factors all play significant roles (e.g., Conture & Walden, 2012). Common symptoms of stuttering are recurrent prolongations, reverberations, or blocks of sounds, syllables, phrases, or words, while simultaneous manifestations can include facial grimacing, tremors of muscles used in speech, and eye blinks, in addition to the evasion of words or circumstances that aggravate stuttering episodes (Maguire, Yeh, & Ito, 2012).Around 5% of children are affected by stuttering, also known as childhood-onset fluency disorder (American Psychiatric Association, 2013) or stammering. Overall, approximately 80-90% of stuttering starts at the age of 6 (Maguire et al., 2012), with an average age at onset of 30-36 months and a lifetime incidence of 5-8% (Erdemir, Walden, Jefferson, Choi, & Jones, 2018).Repeated communicative difficulties can have a negative influence on the lives of children who stutter (CWS;McAllister, 2016). CWS often appear to be shy, introverted, and not outgoing, as a result of the fear of being mocked by others, and they may be victims of aggression as a

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“…Previous studies have indicated that experiences of social exclusion can produce negative effects on students' self-esteem (Harris, Qualter, and Robinson 2013). Students who feel isolated describe greater anxiety, frustration and sadness during their stay in school (Nelson et al 2016) and run a higher risk of developing depressive symptoms (Schwab and Rossmann 2020).…”

Section: Introductionmentioning

confidence: 99%

The Circle of Friends intervention: a research synthesis

Hassani

Alves

Avramidis

et al. 2021

European Journal of Special Needs Education

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This research synthesis investigates studies that evaluated a wellknown intervention, the Circle of Friends (CoF) -which seeks to promote the inclusion of socially neglected students. The aim of the review is two-fold; first, to identify the intervention's variant applications and, second, to record what evidence-based outcomes have been reported. A systematic literature search including seven databases was conducted and based on inclusion and exclusion criteria, a total of nine articles were identified. The primary outcomes indicated that the intervention was mainly used with younger students (primary education) and only rarely used in secondary schools. Additionally, the results show that the intervention was set up significantly less often for girls. The quality of the majority of evaluations was lacking which leads to recommendations for further research on this intervention to include the utilisation of more rigorous and more rounded research designs and proper trialling. Critical issues surrounding the implementation of the intervention are also outlined.

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Peer integration, teacher-student relationships and the associations with depressive symptoms in secondary school students with and without special needs

Abstract: View related articles View Crossmark data Citing articles: 1 View citing articles Peer integration, teacher-student relationships and the associations with depressive symptoms in secondary school students with and without special needs

Cited by 23 publications

References 31 publications

Influence of Teacher-Student Relationships and Special Educational Needs on Student Engagement and Disengagement: A Correlational study

Influence of Teacher-Student Relationships and Special Educational Needs on Student Engagement and Disengagement: A Correlational study

School adjustment in children who stutter: The quality of the student-teacher relationship, peer relationships, and children’s academic and behavioral competence

The Circle of Friends intervention: a research synthesis

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