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What is the evidence to support the claim that the quality of positive teacher-student relationships makes a difference to student wellbeing and engagement?
Section Content Word length Rubrics
1 • Write a brief introduction and define key terms
• Outline of an evidence-based thesis statement on the importance of teacher-student relationships on student wellbeing and engagement in learning. 200 1,2
2 • What does the literature say about the impact of positive teacher-student relationships on student wellbeing and engagement?
• What factors influence wellbeing?
• What positive teacher practices impact on wellbeing and engagement? 600 3,4
3 • What actions do you need to take in your setting?
• What are four guidelines for fostering positive student-teacher relationships? 200 5
Section structure:
1. Introduction (200 words)
2. Outline and discussion of the research literature supporting your thesis statement (600 words) – The 5 Research Papers below…
3. Consideration of implications for practice and identification of actions appropriate to a specific educational context (200 words)
Only use these 5 research papers. REQUIRED
• Johnson, B. (2008). Teacher-student relationships, which promote resilience at school: a micro-level analysis of students’ views. British Journal of Guidance & Counselling, 36(4), 385-364.
• Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. (2017). Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement. School Psychology Review, 46(3), 239-261.
• van Uden, J.M., Ritzen, H. & Pieters, J.M. (2014). Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21-32.
• Cahill, H., Beadle, S., Farrelly, A., Forster, R., Smith, K. (2014) Building resilience in children and young people: A literature review for the Department of Education and Early Childhood Development. http://www.education.vic.gov.au/Documents/about/department/resiliencelitreview.pdf (Links to an external site.)
• Krane, V., Ness, O., Holter-Sorensen, N., Karlsson, B., & Binder,P-E. (2017). ‘You notice that there is something positive about going to school’: How kindness can promote positive teacher-student relationships in upper secondary school, International Journal of Adolescence and Youth, 22(4), 377-389. https://doi.org/10.1080/02673843.2016.1202843
What is the evidence to support the claim that the quality of positive teacher-student relationships makes a difference to student wellbeing and engagement?

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