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Interpersonal relations between school children and their peers, parents, and teachers

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Abstract

This article describes the nature of school children's relationships with parents, peers, and teachers, and identifies some interpersonal and academic consequences of unhealthy relationships. Also described are trends of relationship development, tools for assessing relationships, and finally, some intervention techniques available to enhance relationship building. The article points to the following conclusions: Healthy relationships are characterized by mutually reinforcing exchanges that lead to socially desirable consequences; quantification of the prevalence of unhealthy relationships is difficult; students who exhibit unhealthy relationships are at significant risk for problems later in life, such as dropping out of school, criminality, and marital maladjustment; educators have a number of assessment tools and techniques available to assess and promote social skills acquisition; and cooperative learning environments offer the greatest promise to educators for promoting healthy relationship building among students.

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Authors and Affiliations

  1. Memphis State University, Memphis, Tennessee

    Bruce A. Bracken

  2. Department of Educational and Counseling Psychology, The University of Tennessee, 37996-3400, Knoxville, Tennessee

    R. Steve McCallum

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  2. Bruce A. Bracken
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McCallum, R.S., Bracken, B.A. Interpersonal relations between school children and their peers, parents, and teachers. Educ Psychol Rev 5, 155–176 (1993). https://doi.org/10.1007/BF01323158

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