Teachers’ relational competence : perceptions of teachers and students with and without ADHD and ASD
Plantin Ewe, Linda ; Holmqvist, Mona LU
and Bölte, Sven
(2023)
In Emotional and Behavioural Difficulties
28(2-3).
p.198-215
- Abstract
This study examined whether teachers’ professional development of their relational competence with students with attention deficit hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD) modifies teachers’ and students’ perceptions of their teacher-student relationships (TSR). Participants comprised teachers (n = 33) and students (n = 232) from two elementary schools: one intervention school (InS) and one control school (CoS). InS teachers reported significant TSR improvements, regardless of student group or gender (p =.03). Among InS students, significant results were driven by female neurodiverse (ND) students and neurotypical (NT) male students (p =.03). Nevertheless, positive effects were solely observed among ND female... (More)
This study examined whether teachers’ professional development of their relational competence with students with attention deficit hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD) modifies teachers’ and students’ perceptions of their teacher-student relationships (TSR). Participants comprised teachers (n = 33) and students (n = 232) from two elementary schools: one intervention school (InS) and one control school (CoS). InS teachers reported significant TSR improvements, regardless of student group or gender (p =.03). Among InS students, significant results were driven by female neurodiverse (ND) students and neurotypical (NT) male students (p =.03). Nevertheless, positive effects were solely observed among ND female students, while NT male students, conversely, reported decreased TSR during follow-up tests. No significant effects were found at the CoS irrespective of teacher or student ratings. The findings suggest that enhancing teachers’ understanding of relational competence concerning ND students will not only improve their own perceptions of their TSR but also those of ND female students. Nonetheless, directing teachers’ focus towards one student group (ND students) risks diminishing teachers’ attention towards other student groups, potentially explaining the poorer follow-up results among NT boys. The finding warrants further investigation, as it indicates a challenge for teachers to establish sufficient relational engagement with all students.
(Less)
- author
- Plantin Ewe, Linda
; Holmqvist, Mona
LU
and Bölte, Sven
- organization
- publishing date
- 2023
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- ADHD, autism, neurodevelopmental disorders, relational competence, teacher-student relationship
- in
- Emotional and Behavioural Difficulties
- volume
- 28
- issue
- 2-3
- pages
- 18 pages
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:85174261689
- ISSN
- 1363-2752
- DOI
- 10.1080/13632752.2023.2255426
- language
- English
- LU publication?
- yes
- additional info
- Publisher Copyright: © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
- id
- e33fb095-6222-496f-b8da-983154351182
- date added to LUP
- 2023-12-03 19:24:24
- date last changed
- 2024-02-15 16:35:21
@article{e33fb095-6222-496f-b8da-983154351182,
abstract = {{<p>This study examined whether teachers’ professional development of their relational competence with students with attention deficit hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD) modifies teachers’ and students’ perceptions of their teacher-student relationships (TSR). Participants comprised teachers (n = 33) and students (n = 232) from two elementary schools: one intervention school (InS) and one control school (CoS). InS teachers reported significant TSR improvements, regardless of student group or gender (p =.03). Among InS students, significant results were driven by female neurodiverse (ND) students and neurotypical (NT) male students (p =.03). Nevertheless, positive effects were solely observed among ND female students, while NT male students, conversely, reported decreased TSR during follow-up tests. No significant effects were found at the CoS irrespective of teacher or student ratings. The findings suggest that enhancing teachers’ understanding of relational competence concerning ND students will not only improve their own perceptions of their TSR but also those of ND female students. Nonetheless, directing teachers’ focus towards one student group (ND students) risks diminishing teachers’ attention towards other student groups, potentially explaining the poorer follow-up results among NT boys. The finding warrants further investigation, as it indicates a challenge for teachers to establish sufficient relational engagement with all students.</p>}},
author = {{Plantin Ewe, Linda and Holmqvist, Mona and Bölte, Sven}},
issn = {{1363-2752}},
keywords = {{ADHD; autism; neurodevelopmental disorders; relational competence; teacher-student relationship}},
language = {{eng}},
number = {{2-3}},
pages = {{198--215}},
publisher = {{Taylor & Francis}},
series = {{Emotional and Behavioural Difficulties}},
title = {{Teachers’ relational competence : perceptions of teachers and students with and without ADHD and ASD}},
url = {{http://dx.doi.org/10.1080/13632752.2023.2255426}},
doi = {{10.1080/13632752.2023.2255426}},
volume = {{28}},
year = {{2023}},
}