Promoting Higher Quality Teacher–Child Relationships: The INSIGHTS Intervention in Rural Schools

Abstract

Children’s relationships with teachers in kindergarten are crucial for academic and social success. Research shows that teacher–child relationships are predicated, in part, on children’s temperament. The “INSIGHTS into Children’s Temperament” intervention was intended to improve children’s and teachers’ understanding of their and others’ temperament, and has been shown to improve children’s social skills and self-regulation in urban, under-resourced schools. The current study is part of a replication of the effects of INSIGHTS with a sample in rural schools. The purpose was to test the effectiveness of INSIGHTS for promoting positive relationships between teachers and children in kindergarten. Two cohorts of kindergarten students (N = 127) and teachers (N = 30) were randomized into INSIGHTS or control conditions by school. Teachers reported on the quality of the teacher–child relationship before and after the INSIGHTS intervention (Time 1 and 2) using the Student–Teacher Relationship Scale: Short Form and provided a rating of children’s temperament with the Teacher School-Age Temperament Inventory at Time 1. Data were analyzed with hierarchical linear modeling. Two significant findings emerged. First, INSIGHTS promoted more closeness between teachers and children, regardless of temperament. Second, the INSIGHTS intervention was protective against the development of conflictual teacher–child relationships for children with negative reactivity.

Social–Emotional Learning for Whom? Implications of a Universal SEL Program and Teacher Well-being for Teachers’ Interactions with Students

“…The main effect of SEL intervention on Classroom Organization is consistent with previous research identifying relations between SEL curricula and teacher–student interactions (e.g., Abry et al, 2013 ; Baroody et al, 2014 ; Morris et al, 2013 ; Rudasill et al, 2020 ) and aligns with the content of the SSIS SEL CIP. Specifically, the program emphasizes positive student behaviors such as following classroom rules, paying attention to schoolwork, and staying calm with others through the use of direct instruction, modeling, role plays, and other activities (Elliott & Gresham, 2017 ).…”

“…Teachers’ implementation of universal SEL interventions has been linked to their self-reported closeness with students (Rudasill et al, 2020 ) as well as their observed emotional supportiveness, instructional supportiveness, and classroom organizational skills (e.g., Abry et al, 2013 ; Williford & Wolcott, 2015 ). These associations are consistent with conceptual frameworks for SEL curricula, which emphasize teaching strategies that support the cultivation of positive classroom relationships and place emphasis on strengthening of teachers’ skills in this area (Durlak et al, 2011 ; Zins et al, 2007 ).…”

Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools

“…Some programmes emphasise relational pedagogy and aim to promote teacher-child relationships and children’s social–emotional development by training teachers to provide responsive and supportive interactions (e.g., Sandilos et al, 2018 ; Rudasill et al, 2020 ). For example, Rudasill et al (2020) conducted a PD intervention to promote higher quality teacher-child relationships by improving teachers’ understanding of temperament. They found that the improved teacher-child relationship facilitated children’s social–emotional and self-regulation skills.…”

The association between working memory, teacher-student relationship, and academic performance in primary school children

“…Such findings could be explained by the idea that children with less WM-related challenges tend to be more engaged in activities in the classroom and display fewer disruptive WM-related problems (e.g., Hughes and Kwok, 2007 ; Colmar and Double, 2017 ). Such positive behaviour might meet the expectations of the teacher and evoke more positive reactions and interactions with the student ( Jing et al, 2020 ; Rudasill et al, 2020 ; Sun, 2021 ; Haldimann et al, 2023 ). As a result, positive interactions can then lead to teachers providing more support and attention to the child ( Klem and Connell, 2004 ; Hamre and Pianta, 2005 ).…”