Some psychologists have argued that positive relationships are (quite literally) important to human survival and that humans have developed a need to belong (Reis, Collins, & Bersheid, 2006). It should come as no surprise then that social relationships are important to educational success. Of particular interest are middle schoolers who are experiencing a time characterized by transition (usually a transition from a personal to impersonal environment). Indeed, research shows positive friendships to be instrumental to students’ transition to middle school and linked to less distress and higher grades. Similarly, positive student-teacher relationships were linked to positive academic outcomes (Juvonen, 2006). Overall, there seems to be a consensus that social relationships are important to educational success.
However, social relationships (even those perceived positively by the individual) are not guaranteed to lead to success. Students who are in the company of disengaged students who do not value academic success could be affected negatively in terms of educational success and engagement (Reis, Collins, and Bersheid, 2006). Thus, it appears that the research not only supports the importance of perceived positive relationships, but specifically positive relationships with peers who value engagement and academic success.
I would recommend a program like Developmental Design’s Circle of Power and Respect. This program is typically implemented in middle schools. Each morning, students assemble in a homeroom with a teacher of their grade level and participate in activities designed to build community and positive relationships. I recommend this option because it supports the development of peer *and* student-teacher relationships.
While you focus on friendships and relationships in your answer, I am curious as to how you feel about other forms of social interaction experienced by students, such as bullying. Studies have suggested that victims of bullying result in poorer achievement outcomes and school disengagement as a result of psychological maladjustment and stress (Juvonen, Page 662). It seems important for any holistic intervention to not only address the creation of positive relationships, but to also decrease the prevalence of negative social interactions outside of an individual’s social circle. Do you think Developmental Design’s Circle of Power and Respect addresses both of these aspects of a healthy social environment at school?
Hi Kimberly, Thanks for your post! I particularly liked how you pointed out the added benefit of building teacher-student relationships as part of Developmental Design’s Circle of Power and Respect. I am curious to learn more about the impact of teacher relationships on student success in the long term. I am wondering how much having strong connections with teachers can compensate for lacking peer connectedness, as Juvonen (2006) suggests (p. 658). Juvonen references a study (Hamre & Pianta, 2001) that looked at teacher-student relationships in kindergarten compared to work habits and behavior in 8th grade (p. 659), and I would enjoy reading something similar looking at older students. Would building stronger teacher-student relationships in your middle school intervention lead to more success in high school?
Hi Matthew – Good question! I do think part of the program’s intention is to address negative relationships and bullying in addition to building positive relationships. I think the idea is that building community should lead to less bullying. In fact, most programs designed to eradicate bullying through punishment or “education” (i.e., programs that tell kids bullying is bad) have been found to be largely ineffective. The latest trend seems to be empathy training and perspective taking exercises along with these community building programs. Ultimately, a good community building program, does not just provide opportunities for interaction, but it should also provide opportunities for students to notice similarities between themselves and peers as well as appreciate difference. The hope is that this will naturally lead to less conflict and then if conflict does arise, it is usually resolved through a restorative justice practice . I’m clearly biased, but I’ve found these programs (if implemented correctly) are much better than standard anti-bullying programs.
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