The student-teacher relationship and its role in young people's wellbeing: exploring teachers' and young people's experiences and perceptions

Abstract

Background and aims: There has been a national recognition of the need to support wellbeing and mental health within school systems. To support young people's wellbeing, research suggests we must focus on relational development between young people and their teachers. However, there is limited qualitative research on the student-teacher relationship and its links to young people's (YP's) wellbeing. Therefore, this research will consider how important, if at all, young people and teachers view the student-teacher relationship to be in relation to YP's wellbeing. Methodology and methods: Located in the social constructionist paradigm, a qualitative methodology is used to explore YP's and teachers' experiences of their student-teacher relationships, in relation to young people's wellbeing. Semi-structured interviews were conducted with six teachers and three focus groups were conducted with 20 young people. Data were analysed using reflexive thematic analysis. Two separate analyses were conducted to offer distinct analysis of both data sets and then compared to consider similarities and differences between YP's and teachers' experiences. Analysis: YP themes: 1) Teachers who do more than teach 2) Help us thrive academically 3) A mutual relationship. Teacher themes: 1) Providing holistic care 2) Responsibilities to youth mental health 3) Teachers' expectations of themselves and others 4) Teacher identity and its impact on student-teacher relationships. Discussion: Synthesising the analysis with previous studies and adolescent development and wellbeing literature, the thesis concludes that young people and teachers have many of the same desires within their relationships and the education system: 1) Teachers want to provide the support that YP want, but there are restrictions 2) Teachers and YP want safety and mutuality in their relationships 3) Teachers and YP want expectations, rules, and boundaries to help young people thrive. Limitations, potential implications, and recommendations for practice, policy, and research are offered.

Date of Award	3 Dec 2024
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Terry Hanley (Supervisor) & Ola Demkowicz (Supervisor)