Publication year
2001
Citation Title
Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade.
Journal Name
Child Development
Journal Volume
72
Issue Number
2
Page Numbers
625-638
DOI
10.1111/1467-8624.00301
Summary
How a child adjusts to kindergarten can impact their long-term school trajectory. Associations between child behavior, teacher relationship quality, academic skills, and achievement were examined among a cohort of 179 children who were followed from kindergarten through eighth grade. Greater relational negativity (e.g., conflict, over-dependency) in kindergarten student-teacher relationships was related to poorer student academic and behavioral outcomes through eighth grade.
Key Findings
Kindergarten teachers’ report of relational negativity (i.e., high levels of conflict and child over-dependency) uniquely predicted poorer student grades, standardized test scores, and work habits in early elementary school.
Relational negativity predicted behavioral outcomes into upper elementary and middle school, particularly for boys and those with early behavioral problems.
Males, Black students, and children with low verbal intelligence scores in kindergarten were more likely to have academic and behavioral problems through eighth grade.
Implications for Military Professionals
Examine the best ways to build positive relationships between teachers and military students (e.g., reward programs, school social events, teacher professional development training)
Help develop school programs that teach conflict resolution skills to military youth
Implications for Program Leaders
Offer classes to military parents about how to facilitate children’s ability to form healthy peer and teacher relationships
Collaborate with school personnel to identify students who are struggling in their relationships and offer additional support (e.g., peer mentor)
Implications for Policy Makers
Encourage professional development for teachers regarding how to promote positive youth interpersonal skills
Recommend free or low-cost pre-school services for youth in which they could strengthen their interpersonal skills and increase access to healthy adult role models
Methods
A class of kindergarteners (1988-1989) in one school district were included in the study, and follow-up continued through eigth grade.
Child cognitive development, behavior, and teacher relationship quality were measured during kindergarten; student grades, work habits, basic academic skills, and disciplinary infractions or suspensions were measured annually from first to eigth grade.
Associations between child development, behavior, achievement, and teacher relationship quality were examined over the course of elementary school.
Participants
Participants included 179 children (51% male), who were 60% White and 40% Black.
Maternal education status included 35% high school graduates, 22% some high school, 16% some college, 14% college graduates, and 8% graduate work.
Kindergarten teachers had an average of 10.30 years of teaching experience.
Limitations
Only students who remained in the district through eight grade were included in the study, and participants may have differed from students who moved.
Annual student-teacher relationship quality data were not available after kindergarten, and relationships likely continued to change and to influence child outcomes over time.
The results are correlational, and causal conclusions are not appropriate.
Avenues for Future Research
Assess the student-teacher relationship throughout elementary and middle school to understand its on-going impact on student outcomes
Examine whether student perceptions of relationships with their teachers are associated with later student outcomes
Explore mechanisms through which positive teacher relationship and support may help students achieve better outcomes in school
Focus
Civilian
Target Population
Population Focus
Abstract
This study followed a sample of 179 children from kindergarten through eighth grade to examine the extent to which kindergarten teachers' perceptions of their relationships with students predict a range of school outcomes. Kindergarten teachers rated children's behavior and the quality of the teacher–child relationship. Follow-up data from first through eighth grade were organized by epoch and included academic grades, standardized test scores, work-habit ratings, and discipline records. Relational Negativity in kindergarten, marked by conflict and dependency, was related to academic and behavioral outcomes through eighth grade, particularly for children with high levels of behavior problems in kindergarten and for boys generally. These associations remained significant after controlling for gender, ethnicity, cognitive ability, and behavior ratings. The results have implications for theories of the determinants of school success, the role of adult –child relationships in development, and a range of early intervention and prevention efforts.
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