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.
Keywords: assessment; intervention; teacher-child relationships; theoretical review.
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