A Preliminary Investigation of Teacher-Reported Classroom-Level Adversity and Teacher-Student Interactions
- Resource Type
- Journal Articles
Reports - Research
- Authors
- Granger, Kristen L.; Broda, Michael D. (ORCID 0000-0002-0019-5528); Chow, Jason C.; McCormick, Nicholas; Sutherland, Kevin S. (ORCID 0000-0002-5314-090X)
- Source
- Journal of Emotional and Behavioral Disorders. Dec 2021 29(4):238-251.
- Subject
- Teacher Student Relationship
Elementary School Students
At Risk Students
Emotional Disturbances
Behavior Modification
Teacher Burnout
Elementary School Teachers
Burnout
Interaction
Classroom Environment
Primary Education
Screening Tests
Behavior Disorders
- Language
- English
- ISSN
- 1063-4266
1538-4799
Early elementary-age students with and at risk of emotional and behavioral disorders (EBD) tend to develop negative interaction patterns with their teachers. This preliminary study examines the extent to which symptoms of teacher burnout and teacher reports of classroom adversity are associated with the likelihood of negative interactions between teachers and students with and at risk of EBD. We conducted observations to assess teacher-student interactions in individual and group settings, and teachers reported on burnout and classroom adversity. This study included 10 teachers and 15 of their students with or at risk of EBD. High levels of classroom adversity increased the likelihood of negative teacher-student individual interaction. High levels of classroom adversity modified the relation between personal accomplishment and negative teacher-student interactions in group settings. Findings suggest teachers may need additional support for engaging in high-quality interactions with students with and at risk of EBD, particularly in classrooms facing high levels of adversity, and inform intervention design and implementation.