Teacher-Student-Relationship Quality in Inclusive Secondary Schools: Theory and Measurement of Emotional Aspects of Teaching

Abstract

Inclusive healthy schools are committed to provide a learning environment for a healthy development and optimal learning support for all students, regardless of their performance, language, learning and behavior disposition or disability. In order to achieve this goal, the relationship between teacher and students is crucial. Research in this area has shown the importance of emotional aspects as a mark of quality of teacher-student relationships, recognizing them as strong predictors for better achievement, compared to professional and subject-related aspects of teaching. Nevertheless, empirical studies in inclusive schools are seldom considering teacher-student relationships, as a theoretically sound conceptualization is missing in the context of research in inclusive schools. In the present paper, based on the attachment theory and the research on joint attention, two emotional components of teacher-student relationships are examined as key-concepts of high relevance for inclusive schools (emotional resonance and shared intentionality). It is also discussed how to empirically operationalize and measure these emotional components with the intention of analyzing the current situation of inclusive schools in future studies.

Perceptions of the Educational Community on the Inclusion and Presence of Students with SEN in Mainstream Schools: A Mixed Study

“…This stance promotes acceptance, recognition of differences, and the promotion and learning of truly inclusive citizenship, as has been shown in different studies [ 22 , 23 ]. Therefore, it is necessary to increase the presence of these students in the life of the centres and classrooms, to eliminate the barriers that prevent inclusive education from becoming a reality [ 24 , 25 , 26 , 27 ].…”

“…For these projects, there is evidence that the development of this type of schooling promotes acceptance, recognition of differences, academic success for all students and the promotion of inclusive citizenship [ 22 , 23 ]. Therefore, the presence of all students in mainstream learning environments, regardless of their abilities or individual characteristics, is considered to be an essential requirement for the achievement of fully inclusive, democratic and high-quality schools [ 24 , 25 , 26 , 27 ].…”

A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools

“…Relationships with staff members were equally as complex. Strong relationships with teachers and support staff and positive attitudes create the foundation for inclusive practice (NCSE, 2009; Pastore & Luder, 2021). However, student participants often described having poor relationships with their mainstream teachers who lacked understanding of their needs.…”

Vers une meilleure compréhension de la motivation scolaire chez les élèves de centres de la formation professionnelle : l’importance du rôle du climat relationnel

“…Les établissements d'enseignement sont des organisations composées de personnes ayant des relations sociales de nature différente dont la fréquence, le nombre et la qualité sont considérés comme d'une grande importance (Clément, 2020;Goddard et al, 2009;Kim, 2021;Pastore et Luder, 2021). Ces établissements sont ainsi constitués de réseaux complexes d'interactions où ses acteur•trices (notamment, les enseignant•es et les élèves) interagissent et collaborent afin de favoriser les apprentissages et la réussite scolaire des élèves (Bryk et Schneider, 2002;Hoy, 2012;Kutsyuruba et al, 2018).…”