The Connection That Shapes Success

December 10, 2025 - Sofia Ramaraju (11)

What if the greatest predictor of a student’s success isn’t found in textbooks or test scores, but in the quality of their relationship with their teachers? In order to make that determination, we must first examine the impact of an ‘ideal’ teacher-student relationship. So, what defines a positive teacher-student relationship? According to the American Psychological Association, the leading professional and scientific organization portraying psychology in the U.S., a positive teacher-student relationship is defined by “teachers’ reports of low conflict, a high degree of closeness and support, and little dependency”(Rimm-Kaufman and Sandilos). These relationships are not only essential for learning and academic achievement among students, but also for psychological development and career opportunities in the long term.

To go more in depth, positive teacher-student relationships possess a multitude of psychological benefits for students, especially for those still experiencing emotional, social, and behavioral development. On account of the American Psychological Association, teachers who foster positive relationships with their students “create classroom environments more conducive to learning … [and] meet students’ developmental, emotional, and academic needs.” This further exemplifies the point that positive teacher-student relationships result in not only greater academic success but also psychological development. Moreover, these relationships support students’ adjustment to school, social skills, and resilience in academic performance. In fact, students exhibiting greater conflict with their teachers evolve more behavioral and disciplinary problems moving forward (Rimm-Kaufman and Sandilos). Waterford, a national early education non-profit, comes to a similar conclusion, stating that building “rapport” with students and “establishing mentorship” as a teacher combats chronic absenteeism within students. According to Waterford, even in Elementary school, unexcused absences are linked to lower grades and a decline in student achievement. This is why this “rapport” (harmonious relationship) and “mentorship” enable students to succeed through improved academic engagement. These higher rates of succession, Waterford states, can be attributed to the promotion of intrinsic motivation that the personal connection between teachers and students creates. They also expand upon these psychological benefits by pointing out that these relationships can also promote the development of self-regulation and self-determination skills in young students, both of which are essential moving forward in life (Minshew). Therefore, the development of positive teacher-student relationships is something that is essential to a student's psychological development.

Furthermore, the American Psychological Association describes positive teacher-student relationships to be an important aspect of “high quality academic instruction”, which provides opportunity for the development of cognitive skills—such as thinking and analysis—that extend their prior knowledge. They further this claim through the provision of teachers’ reports stating that the experience of close relationships with students fosters more self-direction, cooperation, and engagement in learning among students. These are all crucial steps in the process of achieving academic success, and they demonstrate the need for positive teacher-student relationships. The American Psychological Association also references a recent study to exemplify their point. This recent study examined the impact of teacher-student relationships throughout elementary school (first through fifth grade), and determined that a close connection is correlated to gains in reading achievement, whereas conflict results in lower levels of reading comprehension (Rimm-Kaufman and Sandilos). This study solidifies the importance of positive teacher-student relationships in regard to promoting academic growth, and the potential detrimental effects of a negative teacher-student relationship, such as its capability to stunt this said growth. Azusa Pacific University, a credible institution with national rankings, offers substantial evidence in support of this correlation through the execution of a multitude of studies. They state that through the analysis of 46 studies, they found that “...positive teacher and student relationships enhanced nearly every measurable aspect of academic success.” (Kissam). This exemplifies the wide range of academic success that is attributed to the presence of a positive teacher-student relationship.

In consideration of the other potential benefits of positive teacher-student relationships, one must also be concerned with the fact that this correlation is relative. According to the American Psychological Association, this level of achievement gap is generally only comparable between students with conflicting teacher-student relationships and those with positive teacher-student relationships (Rimm-Kaufman and Sandilos). However, despite this limited correlative conclusion, it's impossible to ignore the implications of a conflicting teacher-student relationship on academic achievement and overall growth. One might lack the long-term benefits of facilitating a positive teacher-student relationship should they ignore this correlation. Azusa Pacific University points out that these long-term benefits often include the valuable mentorship and advice that students retain from their teachers and/or professors. The university states that students with stronger bonds with their professors are more likely to receive a “great” letter of recommendation (Kissam). Not only is this beneficial for college students in itself, but it also opens greater opportunities for future career paths. A strong letter of recommendation speaks to one's professional skills, and with a strong teacher-student relationship, that letter would highlight one’s strengths and character at a greater level (Kissam). 

Therefore, positive teacher-student relationships have had exceedingly valuable long-term impacts, ones that demonstrate their importance as a whole.

According to Cleveland Preparatory Academy, a school fully accredited by Cognia (an organization that reviews educational institutions to ensure they meet high standards), teachers thrive best in environments with smaller student-to-teacher ratios. With fewer students to monitor, they often find it easier to manage the classroom, keep students focused, and cultivate a positive learning environment (“Template Preparatory Academy”). This addresses learning gaps, encourages participation, and fosters a sense of community among students. So, in conclusion, given the extensive evidence demonstrating the value of positive teacher-student relationships with regard to students’ psychological development, academic success, and career opportunities moving forward, it's impossible to deny their importance.