Practitioner Review: Dyadic teacher–child relationships: comparing theories, empirical evidence and implications for practice

Abstract

Background: Research on dyadic teacher–child relationships has grown rapidly. However, a review of relevant theories and its implications for assessment and intervention has been lacking so far. Methods: A selective review of theories, empirical evidence and interventions was conducted. Results and Conclusions: Different theories highlight distinct aspects of teacher–child relationships and have different implications for assessment and intervention. The attachment perspective on dyadic teacher–child relationships is most widely applied in psychological research. Also relatively well-known is self-determination theory. However, the interpersonal theory, though widely applied in educational research to teacher–class interactions, has been largely overlooked in research on dyadic teacher–child relationships. The overarching dyadic systems perspective, providing insight in the dynamic interplay between different aspects of teacher–child relationships, also deserves more attention. Recommendations to improve teacher–child relationships address the need for teacher sensitivity, relationship-based communication and flexibility in interpersonal behaviour in everyday teaching.