The Power of Privilege or the Privilege of Power: How Teachers are Responsible for Student Engagement

By: Caroline Knight

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It is no secret that the relationship between a student and their teacher can enhance their academic experience at school. However, it is crucial to recognize that educators are primarily responsible for the level of engagement their students exhibit. A positive student-teacher relationship generates a successful and enjoyable learning experience, boosts academic performance and gives students the opportunity to develop their social-emotional skills. A negative student-teacher relationship has the potential to damage a child’s self-confidence, foster an environment of mistrust and fear and in some circumstances, dehumanize the student and deprive them of their sense of self. While the relationships themselves may be short-term, its effects on a student’s mental health, and overall socialization, are long-term and therefore, permanently ingrained in their minds. 

For example, a student who is willing to communicate with their teacher may also enjoy activities with public speaking, including debate club and Model United Nations. Additionally, they will have gained a sense of trust and confidence that encourages them to engage with their school environment, inside and outside the classroom. Teachers must be cognizant of the behaviors they present towards children in order to ensure they are not displaying certain biases or preferences based upon a student’s demographics. The University of Phoenix suggests that teachers must treat everyone with respect, learn more about the student beyond their academic intellect, allow students to make choices for themselves and create time for one-on-one communication. This can take the form of reaching out to students who may not participate as frequently as other classmates and asking them for their feedback. The onus cannot only be placed on students to welcome feedback and change from their educators; teachers must serve by example and be role models for the behavior and engagement they expect out of their class. Cultivating positive student-teacher relationships motivates students to discover their social and academic interests while being conscious of their well-being and emotional regulation. 

If students are expected to engage in the classroom, teachers must be willing to listen to students’ feedback and allow them to make their own decisions. Without this reciprocal relationship, students will miss out on numerous opportunities to develop their problem-solving skills. For example, if a teacher prohibits a student from giving commentary on a certain assignment and fails to indulge them in a constructive conversation, the student may be at risk of misunderstanding the assignment. The teacher would then be depriving the student of using and developing their interpersonal skills by silencing their perspective. High quality academic instruction can only be fostered by adaptable educators who value the individuality in their students. Getting to know students’ through asking about their day and learning about their interests are both methods that can improve a student-teacher relationship.

Research suggests that teacher-student relationships can serve as indicators for test scores and social interactions. Assistant Professor of International Education at New York University’s  Steinhardt School Hua-Yu Sebastian Cherng states, “teacher-student relationships are a valuable source of social capital in that they help shape students’ academic expectations”. Essentially, the type of relationship the teacher maintains with the student is an accurate determinant for the child’s perception of their educational experience and the academic expectations they will set for themselves. This connection not only bolsters mutual respect between the two parties, but also helps students acknowledge their self-worth and well-being. As stated previously, while the relationships themselves could potentially be short-term, the confidence young learners’ will gain from these interactions will stick with them forever.

Teachers’ educational practices are particularly impactful for students of color because the American education system was not constructed to promote a welcoming learning environment for marginalized students. Many scholars in the urban education field in addition to critical race theorists argue that U.S. schooling is dehumanizing for youth of color. While students are advised to develop a strong relationship with their teachers, marginalized youth tend to report feelings of mistrust and discriminatory interactions they face with faculty. According to the National Center for Education Statistics (NCES), since 2014, the collective number of Latino, Asian and Black students in public schools has exceeded the number of white students. However, the number of white educators in public schools has maintained an overwhelming majority over other teachers. This data is crucial because it exemplifies how students of color do not normally encounter teachers who look like them and, by association, acknowledge cultural sensitivity. 

When educators wrongfully reprimand students of color in the classroom, teachers are, in some cases unconsciously, perpetuating certain stereotypes about students from cultural backgrounds. This consequently causes youth to detach themselves from the learning environment that inflicted trauma upon them. Henceforth, the students cannot be blamed for their lack of engagement in schools because their self worth, identity, and well-being are constantly being dismissed by the very educators that are supposed to support them along their academic journey. It is so important for teachers to demonstrate a genuine willingness to listen to their students so that they may cater their teaching practices towards adopting a more culturally-responsive framework. 

Scholars from the Urban Education Journal recommend a list of five competencies that will encourage educators to nurture and humanize the relationships they build with their class: social awareness, self-awareness, self-management, responsible-decision making and relationship skills. Training in social awareness will give educators the ability to detect cultural deficit perceptions perpetuated by individuals not only in the academic setting, but in society as a whole. Self-awareness among teachers should focus on learning about themselves and their position in relation to structural racism as well as being competent of racial biases and prejudices. The self-management competency is centered on encouraging teachers to regulate their emotional reactions towards certain attitudes present in the classroom so they become aware of how their behavior might cause harm to their students. 

A teacher who demonstrates responsible decision-making is cognizant of how certain types of disciplinary action can impact the academic performance of a student. Essentially, the teacher works to enhance their academic potential rather than diminish it. Finally, educators must be willing to uphold the values of racial justice inside and outside the classroom so they may strengthen their relationship skills and develop a deeper understanding for the perspectives of their students of color. In order for students to dedicate themselves to academia and the thirst for knowledge in schools, teachers must recognize the level of authority they possess in terms of influencing a child’s willingness to learn. They must adjust their teaching practices to incorporate a level of cultural sensitivity that allows students to acknowledge their self-worth and well-being.

Sources: 

1. Coristine, S., Russo, S., Fitzmorris, R., Beninato, P., & Rivolta, G. (2022, April 1). The importance of student-teacher relationships. Classroom Practice in 2022. https://ecampusontario.pressbooks.pub/educ5202/chapter/the-importance-of-student-teacher-relationships/. Accessed 7 July 2024. 

2. Feder, Michael. “How to Build Teacher-Student Relationships.” University of Phoenix, 17 Feb. 2023, www.phoenix.edu/blog/building-teacher-student-relationships.html.  Accessed 07 July 2024. 

3. Legette, K. B., Rogers, L. O., & Warren, C. A. (2022). Humanizing Student–Teacher Relationships for Black Children: Implications for Teachers’ Social–Emotional Training. Urban Education, 57(2), 278-288. https://doi.org/10.1177/0042085920933319. Accessed 7 July 2024.

4. New York University. "Teachers report weaker relationships with students of color, children of immigrants." ScienceDaily. ScienceDaily, 26 September 2017. www.sciencedaily.com/releases/2017/09/170926105439.htm. Accessed 7 July 2024.

5. Rimm-Kaufman, S. (2015, March 9). Improving students' relationships with teachers. American Psychological Association. https://www.apa.org/education-career/k12/relationships. Accessed 7 July 2024.