Constructing Beneficial Interpersonal Boundaries Within Positive Student-Teacher Relationships

• In Event: Teachers, Schools, and Adolescents Working Together

Abstract

Adolescent perspectives on student-teacher relationships warrant serious consideration because experiencing supportive relationships is vital to student engagement. Students are keenly aware that adult-youth relationships affect motivation to achieve and contribute to the learning environment. We examined focus group data from three US cities to explore students’ perceptions of the “bridges” that foster supportive relationships and the “barrier” processes that inhibit them. Using a hybrid thematic and content analyses, we focus on the unique finding of the bridging qualities of mutually co-constructed interpersonal boundaries, and discuss the complexity of these interpersonal structures. Finally, we list students’ recommendations on how to create, strengthen and maintain these positive relationships. These findings are relevant to school-based interventions, and teacher training.

Authors

• Rebecca Ann Munnell McHugh, University of Pittsburgh

• Christy Suzanne Galletta Horner, University of Pittsburgh

• Jason B. Colditz, University of Pittsburgh

• Tanner LeBaron Wallace, University of Pittsburgh