| Title: |
Malleable Correlates of Teacher-Student Relationship Quality among Elementary Students with Disabilities: Teacher and Student Perspectives |
| Language: |
English |
| Authors: |
Christopher Murray (ORCID 0000-0003-2574-8149); Christen Knowles (ORCID 0000-0003-0073-3100); Yen K. Pham (ORCID 0000-0002-5919-4191); James Sinclair (ORCID 0000-0003-2019-6103); Katherine W. Bromley (ORCID 0000-0002-4800-4356) |
| Source: |
School Psychology. 2026 41(4):457-469. |
| Availability: |
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Teacher Student Relationship; Elementary School Teachers; Elementary School Students; Students with Disabilities; Teacher Attitudes; Student Attitudes |
| Assessment and Survey Identifiers: |
Social Skills Improvement System Rating Scales; Student Teacher Relationship Scale |
| DOI: |
10.1037/spq0000742 |
| ISSN: |
2578-4218; 2578-4226 |
| Abstract: |
Teacher-student relationships (TSRs) are critical for student development, yet little is known about the role that malleable child-level skills and experiences play in shaping TSR quality among students with disabilities experiencing behavioral difficulties. This study examines how student experiences (e.g., classroom working alliance) and skills (i.e., social skills, internalizing/externalizing behaviors) relate to TSR quality as perceived by both teachers and students. Participants included 185 students with disabilities and 76 special education teachers across 50 schools. Multi-informant assessments and regression analyses revealed that working alliance, specific social skills, and externalizing problem behaviors were uniquely associated with both positive (e.g., trust, closeness) and negative (e.g., conflict, alienation) TSR dimensions. Importantly, working alliance emerged as a consistent predictor across both rater perspectives, while discrepancies between teacher and student perceptions highlighted the importance of using multi-informant approaches. Findings underscore the potential of interventions targeting alliance-building and social-emotional skills to enhance TSRs for students with elevated behavioral needs. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1507918 |
| Database: |
ERIC |