How Peers and Teachers Shape Elementary School Children’s Academic and Socioemotional Development

Abstract

Throughout the elementary school years, children tend to spend more time with their peers and teachers than with their parents. These interactions with peers and teachers contribute to their socioemotional development and academic achievement, for better or for worse. In this chapter, we examined relationships with peers and teachers and their contribution to elementary school children’s (mal)adaptive developmental outcomes. We focused on two types of peer experiences, namely those at the dyadic level, such as friendships, and those at the group level, such as poor appraisal by classroom peers or classroom norms. We also covered teacher experiences at the group level (teacher relationship with the class group) and those at the dyadic level (teacher relationship with one student). We considered each type of peer and teacher experience as a predictor or as a moderator (i.e., protective or exacerbating factor) of children’s functioning in multiple domains. As much as possible, we documented the intra- or interpersonal mechanisms that could account for these links with children’s functioning. Our review suggests that peer and teacher experiences play an important role with respect to children’s developmental outcomes, although empirical evidence is sometimes scarce or inconclusive. Moreover, we highlight the likelihood that children’s social, emotional, cognitive and biological processes need to be considered to understand these associations. We conclude our review with a brief examination of the possible interplay between peer and teacher experiences and a list of questions/issues for the future.