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Associations between Teacher-Student Relationship Quality and Middle and Secondary School Teachers' Wellbeing: A Systematic Review

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Title: Associations between Teacher-Student Relationship Quality and Middle and Secondary School Teachers' Wellbeing: A Systematic Review
Language: English
Authors: Rhoda Lai (ORCID 0000-0003-0237-4455), Jennifer Southam, Luella Mageean (ORCID 0009-0006-4805-4341), Sue Roffey, Kelly-Ann Allen (ORCID 0000-0002-6813-0034)
Source: Educational Psychology Review. 2026 38(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 48
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Teacher Student Relationship, Middle School Teachers, High School Teachers, Well Being
DOI: 10.1007/s10648-025-10107-2
ISSN: 1040-726X
1573-336X
Abstract: Positive teacher-student relationships have the potential to impact teacher, as well as student, wellbeing. However, in middle and secondary schools, where teachers have contact with more students and less time with each of them, it is less clear how important these relationships are. This study systematically reviewed the literature on the association between positive teacher-student relationships and wellbeing in middle and secondary school teachers. A total of 55 studies were included in the review. Results suggested that positive teacher-student relationships were associated with each of the other aspects of wellbeing outlined in the PERMA model (positive emotions, engagement, meaning, and accomplishment) as well as overall wellbeing. There was wide variation in how teacher-student relationships were measured and defined, with majority of the studies adopting tools and definitions that were formulated for primary school teacher-student relationships, indicating that developing an understanding of what constitutes positive relationships for teachers in middle and secondary school settings through future research would be valuable.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502179
Database: ERIC
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  Data: Associations between Teacher-Student Relationship Quality and Middle and Secondary School Teachers' Wellbeing: A Systematic Review
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  Data: <searchLink fieldCode="AR" term="%22Rhoda+Lai%22">Rhoda Lai</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0237-4455">0000-0003-0237-4455</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+Southam%22">Jennifer Southam</searchLink><br /><searchLink fieldCode="AR" term="%22Luella+Mageean%22">Luella Mageean</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0006-4805-4341">0009-0006-4805-4341</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sue+Roffey%22">Sue Roffey</searchLink><br /><searchLink fieldCode="AR" term="%22Kelly-Ann+Allen%22">Kelly-Ann Allen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6813-0034">0000-0002-6813-0034</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology+Review%22"><i>Educational Psychology Review</i></searchLink>. 2026 38(1).
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 48
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink>
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  Data: 1040-726X<br />1573-336X
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  Data: Positive teacher-student relationships have the potential to impact teacher, as well as student, wellbeing. However, in middle and secondary schools, where teachers have contact with more students and less time with each of them, it is less clear how important these relationships are. This study systematically reviewed the literature on the association between positive teacher-student relationships and wellbeing in middle and secondary school teachers. A total of 55 studies were included in the review. Results suggested that positive teacher-student relationships were associated with each of the other aspects of wellbeing outlined in the PERMA model (positive emotions, engagement, meaning, and accomplishment) as well as overall wellbeing. There was wide variation in how teacher-student relationships were measured and defined, with majority of the studies adopting tools and definitions that were formulated for primary school teacher-student relationships, indicating that developing an understanding of what constitutes positive relationships for teachers in middle and secondary school settings through future research would be valuable.
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