Teacher student relationship in Canada
Pro Research Analysisby 
Searched over 200M research papers
Consensus Meter
Teacher-Student Relationship in Canada
Importance of Teacher-Student Relationships in Mental Health Support
In Ontario, Canada, the quality of teacher-student relationships significantly impacts students' mental health help-seeking behaviors. A study involving 31,120 students from grades 6-12 found that positive teacher-student relationships and teacher responsiveness to emotional concerns were strongly associated with students' intentions to seek help for mental health issues at school. This association was evident at both the individual and school levels, with better relationships correlating with increased mental health service use among secondary students.
Teacher-Student Relationships in TESOL
In the field of Teaching English to Speakers of Other Languages (TESOL), relationship-building is crucial for effective learning. Research involving three experienced ESL teachers in Canada highlighted the importance of personal and emotional investment in teacher-student relationships. These teachers emphasized the entertainer-audience dynamic and the necessity of setting boundaries and fostering student responsibility to maintain effective relationships.
Social Goals and Classroom Engagement
Teachers' social goals play a pivotal role in shaping teacher-student relationships and classroom engagement. A study of K-12 teachers across Canada identified three distinct social goal orientations: social mastery-approach, social mastery-avoidance, and social ability goals. Teachers with social mastery-approach goals, who aimed to develop better social skills with students, reported higher self-efficacy, better relationships with students, and greater classroom engagement. In contrast, goals focused on avoiding loss of connection or being well-liked did not yield similar positive outcomes.
Pre-Service Teacher Education and Relationship Building
An outbound teacher education program in Canada for Chinese pre-service teachers demonstrated significant development in teacher-student relationship knowledge. The program's design, supportive network, and practical experiences facilitated growth in understanding the nature, outcomes, and methods of building effective teacher-student relationships. This reflective and practice-oriented approach helped pre-service teachers co-construct their knowledge in a transcultural context.
Strategies for Building Teacher-Student Connections
Canadian elementary teachers have shared various strategies for connecting with students, emphasizing the importance of consistent routines. A study involving focus groups revealed that establishing a "Balanced School Day" helped teachers find an optimal rhythm, enhancing their ability to connect with students. These routines played a critical role in fostering positive teacher-student relationships.
Professional Learning and Teacher Efficacy
A classroom-embedded professional learning program in Canada highlighted the link between teacher efficacy and student achievement. The program's impact varied across districts, with significant improvements in teacher efficacy and student outcomes in one district. This underscores the importance of context, prior experiences, and goal setting in professional development and its influence on teacher-student relationships.
Conclusion
Teacher-student relationships in Canada are integral to various aspects of education, from mental health support to classroom engagement and professional development. Positive and responsive relationships foster better mental health outcomes, effective learning environments, and higher teacher efficacy. Continuous investment in relationship-building, reflective practices, and supportive professional learning programs is essential for enhancing these relationships and, consequently, student success.
Sources and full results
Most relevant research papers on this topic