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Abstract
A growing number of researchers are examining how teacher–student relationships contribute to child and adolescent development. Much of this work is based on two distinct theoretical perspectives: social support and attachment. The current study investigates the importance of teacher–student relationships from each of these perspectives among low-income children and youth in a large urban environment. Study 1 focused on 157 children in kindergarten, and Study 2 focused on 171 early adolescents. Findings indicated that teacher social support and teacher–student relationships contributed to indicators of school adjustment among both samples, and to the emotional and behavioral adjustment of early adolescents. Analyses of specific dimensions of relationships suggested that attachment-based constructs were more consistently and strongly associated with adjustment indicators than were teacher social support constructs. Preliminary implications of these findings for future research and practice are discussed.
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