Teacher-child closeness as a protective factor for at-risk children experiencing residential mobility

An exploration of school mobility: Risks and protective factors in late elementary

“…In addition, the specific measure of behavioral problems used in this study, which focused on conduct problems, also differs from behavioral outcome measures used in past research which have tended to measure engagement in risky behaviors (Gasper et al, 2010; Rumberger & Larson, 1998; Rumberger et al, 1999). Finally, though behavioral problems have been reported among highly mobile students as young as kindergarten (Schmitt et al, 2018), the majority of research that has included behavior‐related outcome measures has been with an older, middle‐ and high‐school‐aged population (Gasper et al, 2010; Herbers et al, 2013; Longobardi et al, 2016; Voight et al, 2017). It is possible that behavioral difficulties that may develop as a result of student mobility tend to emerge as children enter adolescence and, thus, were not as prominent in the late‐childhood population in our sample.…”

“…SC and SEC have been associated with positive student development and are considered protective factors for at‐risk students more generally (Blank et al, 2009; Blum et al, 2002; Durlak & Wells, 1997; Durlak et al, 2011; Payton et al, 2008; Resnick et al, 1997), but had not previously been studied in relation to highly mobile students. Although not directly studied, the construct of SC is related to previously identified protective factors for highly mobile students, including positive teacher–student relationships, student engagement in school activities, and positive school climate (Gruman et al, 2008; O'Malley et al, 2015; Schmitt et al, 2018; Voight et al, 2017). Despite past research on SC and SEC as protective factors, these results do not support a role for these factors in reducing negative outcomes for highly mobile students.…”

“…Strong student–teacher relationships have also been demonstrated to be protective against students’ risk of dropout as they enter adolescence (Longobardi, Prino, Marengo, & Settanni, 2016; Osher, Morrison, & Bailey, 2003). Relatedly, closeness with teachers may limit the impact of mobility on externalizing problems for kindergarten children in nonparental care (Schmitt, Mihalec‐Adkins, Pratt., & Lipscomb, 2018). Though these studies suggest some promising avenues for reducing student risk in the face of high mobility, research in this area is limited, with most studies focusing on middle‐ and high‐school‐aged students and primarily academic achievement‐related outcomes.…”

“…Strong SC is associated with improved physical health and graduation rates and decreases in engagement in violence and substance use and mental health issues including emotional and eating disorders (Blum, McNeely, & Reinhart, 2002; Resnick et al, 1997; Resnick, Harris, & Blum, 1993). Although SC specifically has not been studied in relation to student mobility, it overlaps with constructs that have been found to moderate student mobility risks including student engagement, school climate, and student–teacher relationships (Gruman et al, 2008; Longobardi et al, 2016; O'Malley et al, 2015; Osher et al, 2003; Schmitt et al, 2018). Given the positive impacts associated with strong SC and the overlap between this and demonstrated protective factors for highly mobile students, it is likely SC could serve as a protective factor for high student mobility.…”

The relations between teacher-child closeness and conflict in preschool and children’s outcomes in kindergarten

“…The majority of literature on teacher-child relationships in young children has focused on behavior problems as an outcome (Glüer & Gregoriadis, 2017;Pianta & Stuhlman, 2004;Zhang & Sun, 2011), and associations between closeness and conflict in the teacher-child relationship and behavior problems in preschool to the fifth grade is largely consistent (O'Connor et al, 2011;Schmitt et al, 2018;Silver et al, 2005;Skalická et al, 2015). During this period, conflict is a robust predictor of greater frequencies in behavior problems, particularly in terms of children's externalizing behaviors (Glüer & Gregoriadis, 2017;Pianta & Stuhlman, 2004;Schmitt et al, 2018;Silver et al, 2005;Skalická et al, 2015;Zhang & Sun, 2011). The same is true with regard to closeness and behavior problems (Maldonado-Carreño & Votruba-Drzal, 2011;Peisner-Feinberg et al, 2001;Pianta & Stuhlman, 2004;Skalická et al, 2015), with the exception of one study that found that closeness was not significantly associated with preschoolers' externalizing behaviors (Glüer & Gregoriadis, 2017).…”