The link between teacher wellbeing and pupil outcomes

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.

A culture of improvement: reviewing the research on teacher working conditions

This paper was published by the Teacher Development Trust. They reviewed 30 papers on teacher working conditions and school leadership in order to explore the impact of teacher working conditions on student attainment.

Click here to read the paper

Visible learning for teachers: Maximizing impact on learning.

Hattie, J. (2012). “Visible learning for teachers: Maximizing impact on learning.” London: Routledge.

A Closer Look at Teacher–Child Relationships and Classroom Emotional Context in Preschool

Lippard, Paro, Rouse & Crosby (2017) “A Closer Look at Teacher–Child Relationships and Classroom Emotional Context in Preschool” Child Youth Care Forum (2018) 47:1–21

Resilient Teachers, Resilient Schools: Building and sustaining quality in testing times

Day, C. and Gu, Q (2014). “Resilient Teachers, Resilient Schools: Building and sustaining quality in testing times” London: Routledge

Vulnerable but invincible: A longitudinal study of resilient children and youth.

Werner, E. and Smith, R. (1989). “Vulnerable but invincible: A longitudinal study of resilient children and youth.” New York: Adams, Bannister and Cox.

What does PISA tell us about the wellbeing of 15-year-olds?

Kuhn, L., Bradshaw, S., Donkin, A., Fletcher, L., Liht, J., & Wheater, R. (2021). PISA 2018 additional analyses: What does PISA tell us about the wellbeing of 15-year-olds? Slough: NFER.