The Impact of the Adult–Child Relationship on School Adjustment for Children at Risk of Serious Behavior Problems

Abstract

This study investigated the effect of the adult-child relationship on students’ social outcomes, academic competence and school engagement in a two-year Tier 2 intervention, the Check, Connect and Expect program. One hundred and three students from 2nd through 5th grade, their classroom teachers, and nine school-based coaches participated in this study. Students were identified as at-risk of developing emotional and behavior problems based on Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992). Results indicated that teacher-reported social skills, academic competence and school engagement were negatively associated with SSBD maladaptive behaviors, and were positively associated with coach-student and teacher-student relationships. The teacher-student relationship had a major influence on students’ behavior outcomes, academic competence, and school engagement. However, the coach-student relationship only had unique effect on students’ social skill outcomes based on these data. These findings suggest that close teacher-student relationship can lead the developmental trajectory of children at risk toward positive school adjustment.

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