When learning with SLD is a hard challenge: a complex perspective on teacher-student relationships in primary school

Area of Science:

• Educational Psychology
• Child Psychology
• Special Education

Background:

• Student-teacher relationships are crucial for academic success and well-being.
• Specific Learning Disorders (SLD) present unique challenges in educational settings.
• Understanding how SLD impacts student-teacher dynamics is essential for effective support.

Purpose of the Study:

• To investigate if SLD diagnoses and teachers' educational stances affect student-teacher relationship quality.
• To examine how pupils' and teachers' perspectives on relationships differ in the presence of SLD.
• To assess the influence of teachers' beliefs about SLD and their educational approaches on relationship perceptions.

Main Methods:

• A study involving 66 Italian primary school teachers and 110 pupils.
• Utilized validated questionnaires to assess student-teacher relationship quality, teacher attitudes toward SLD, and educational stances (Adultcentrism, Bleak Pedagogy).
• Employed correlational analyses, t-tests, and linear mixed-effects models (LMMs) for data analysis.

Main Results:

• The student-teacher relationship quality is partly influenced by the presence of an SLD diagnosis.
• Teachers reported significantly higher levels of 'Closeness' and 'Dependency' with pupils diagnosed with SLD compared to undiagnosed pupils with poor performance.
• Agreement with Adultcentrism and Bleak Pedagogy correlated with relationship quality and SLD perceptions.

Conclusions:

• The findings suggest that SLD diagnoses can alter the dynamics of student-teacher relationships.
• Teacher attitudes and educational philosophies significantly interact with perceptions of SLD and relationship quality.
• Current findings highlight the need for teacher training and support to foster inclusive and effective educational environments for students with SLD.