The interconnected school context: Meta-analyses of the associations between peer aggression involvement and teacher-student relationship closeness

Abstract

A growing body of literature has documented the contribution of teacher-student relationship quality to both persistence and reduction in peer aggression incidents in the school context. The research literature indicates that students who are involved in peer aggression also tend to experience lower levels of closeness in their relationships with their teachers. However, these study results have not yet been aggregated, and the size and direction of effects remains unclear. In the present study we quantitatively synthesized 66 individual studies (Nstudents = 352,376) in two meta-analyses by aggregating cross-sectional associations between peer aggression involvement and teacher-student relationship closeness that have been reported in the literature over the last 20 years. A small, negative, and significant association was found between perpetration and victimization and teacher-student relationship closeness, indicating that students who experience greater involvement in peer aggression also have relationships with their teachers that are lacking in closeness. Three moderator analyses were also conducted. No moderating effect was found for school level or measure type; however, a significant moderating effect was found for informant type. The results from the meta-analyses lead to direct recommendations for practice regarding how we can best support students’ psychosocial development in the school context.

A short-term longitudinal study on the development of moral disengagement among schoolchildren: the role of collective moral disengagement, authoritative teaching, and student-teacher relationship quality

“…Our study adds to this literature by suggesting that teachers are influential socialization agents impacting students’ tendency to morally disengage in pre-adolescence. Not only can higher student-teacher relationship quality be associated with less bullying ( ten Bokkel et al, 2023 ) and peer aggression ( Krause and Smith, 2023 ). According to our study it can also be associated with less moral disengagement.…”

Preschool Aggression and Victimization: A Short-Term Longitudinal Analysis of the Immediate Social Environment

“…This contradicts research results showing that children who are more likely to engage in peer aggression or experience peer victimization tend to have less close relationships with their teachers. 42 , 80 The lack of association can be explained by the fact that aggressive interactions are often shaped by different factors such as social skills, communication abilities, and peer groups acceptance, 76 , 81 which may not be directly impact by the closeness with a teacher. Additionally, teachers may not have a comprehensive view of children’s interactions during unstructured playtime or outside the classroom, limiting their ability to observe and influence specific peer dynamics.…”

“…Concerning classroom factors, the closeness between teachers and preschool children has been associated with lower levels of aggression and victimization. 42–44 A positive teacher-child relationship fosters a supportive and secure environment, reducing the likelihood of aggressive behaviours and victimization among children. 40 …”

“…14,41 Concerning classroom factors, the closeness between teachers and preschool children has been associated with lower levels of aggression and victimization. [42][43][44] A positive teacher-child relationship fosters a supportive and secure environment, reducing the likelihood of aggressive behaviours and victimization among children. 40 Finally, although preschool aggression takes place in educational institutions, the school is integrated into the neighbourhood context, and neighbourhood/community factors can influence the school environment.…”