The relationship between pupils and teachers is central to school life and to pupil outcomes. There is further research required to understand the exact mechanics of the pupil/teacher relationship, but there it is clear that a dynamic, reciprocal relationship exists.
This relationship matters in terms of attainment, it matters in terms of classroom behaviour, it matters for the teachers’ sense of fulfilment and commitment and it really matters when it comes to the pupils’ emotional health.
Pupils learn through social interaction, not just knowledge transfer. Social interaction in the classroom of a stressed, overwhelmed, unsupported teacher will be different from that of a supported teacher with a strong sense of professional autonomy and self-efficacy.
Whether we think about academic outcomes or emotional health, the wellbeing and mental health of the teacher matters. Below we have shared some of the literature that shows the link between teacher wellbeing and pupil outcomes.