Interventions targeting teacher-student relationships improved relationship ratings, but effects on teacher wellbeing were mixed¶
Claim · All claims
Evidence · 1 study (2 entries) · reviewr3·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After a school counsellor consultation intervention, teacher and student ratings of TSRs improved, but stress decreases were not significantly related to TSR change. → Rhoda Lai 2026
q2 i? In a school counsellor consultation trial, the intervention group's TSR conflict decreased significantly more than controls at 3-week follow-up. → Rhoda Lai 2026 (2)
Evidence¶
Rhoda Lai 2026¶
Rhoda Lai, Jennifer Southam, Luella Mageean, Sue Roffey, Kelly-Ann Allen. (2026). Associations Between Teacher-Student Relationship Quality and Middle and Secondary School Teachers' Wellbeing: A Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10107-2
q2 · i? · review · r3
The review's summary of the Lemberger-Truelove et al. (2023) trial (8 middle school teachers, 149 students) reports TSR ratings improved after the intervention, while "decreases in teacher stress were not significantly related to TSR change"; equivalence was not tested.
"Following a school counsellor consultation intervention, teacher and student ratings of TSRs improved, but decreases in teacher stress were not significantly related to TSR change."
Rhoda Lai 2026 (2)¶
Rhoda Lai, Jennifer Southam, Luella Mageean, Sue Roffey, Kelly-Ann Allen. (2026). Associations Between Teacher-Student Relationship Quality and Middle and Secondary School Teachers' Wellbeing: A Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10107-2
q2 · i? · review · r3
The review's summary of Molina et al. (2022) (30 teachers, 15 middle schools, 15 high schools) reports the intervention group's TSR conflict "decreased significantly more than controls at 3-week follow-up", with a trend of increasing closeness versus decreasing closeness in controls; stress change was a non-statistically significant trend.
"the intervention group's TSR conflict had decreased significantly more than controls at 3-week follow-up, and showed a trend of increasing TSR closeness"
Discussion¶
Related Claims¶
- Relatedness with students predicted teacher wellbeing for elementary but not middle/secondary school teachers in one study, while other studies found associations in secondary samples — related
- Conflictual teacher-student relationships are more strongly linked to teacher stress and burnout than relationship closeness — related
- Positive teacher-student relationships are associated with each PERMA wellbeing element and overall wellbeing in middle and secondary school teachers — a broader claim this one bears on
- Teacher-student relationship measurement in middle/secondary wellbeing research is highly varied and mostly relies on tools formulated for primary school relationships — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tsr-interventions-relationship-gains-mixed-wellbeing |
title |
Interventions targeting teacher-student relationships improved relationship ratings, but effects on teacher wellbeing were mixed |
description |
Interventions targeting teacher-student relationships improved relationship ratings, but effects on teacher wellbeing were mixed |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — rhoda-lai-2026, rhoda-lai-2026-2 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.