Teacher-Student Relationships Key to Teacher Wellbeing

As the school year begins, we commonly see advice directed at adults on how best to support students returning to school. Students, however, are not the only people in school communities.

Evidence from across middle and secondary schools shows that when teachers experience positive relationships with students, they are more likely to report higher wellbeing.

These relationships contribute to a sense of meaning, engagement, and professional satisfaction. When relationships are strained or characterised by violence, ongoing conflict, or heightened emotional demands, the risk to teacher wellbeing increases.

“If we take anything from research on teacher wellbeing over recent years, alongside growing concerns about teacher retention, burnout, and declining entry into the profession, it is that teacher wellbeing needs to be a clear priority in 2026. It cannot be a response to the previously mentioned concerns, because it deserves its own attention, in its own right, because teachers are important,” said Associate Professor Allen, a belonging expert from Monash’s faculty of Education who has co-authored a paper on the issue.

Victorian middle school student, Florence, says most teachers are going to be with their students for a whole year, so they might as well build a good relationship with each other.

“Playing games in class, having fun with students, and giving out class rewards all help build positive relationships,” said Florence.

Positive relationships are built when teachers and students have consistent warm and consistent interactions.

When teachers use fair and predictable practices, share appropriate personal insights, and foster a sense of inclusion it supports the development of real relationships.

“Teachers can find ways to share meaningful experiences with their students and know that this is benefiting their own wellbeing as much as their student’s,” said Associate Professor Allen.

A teacher-student relationship, within professional boundaries, develops in much the same way as any other relationship because it takes time to grow through mutual respect and reciprocal effort and engagement. Ultimately, a positive relationship can hold value for both students and teachers alike, and this positive impact can be remembered (from both perspectives) decades on.

Monash analysed 55 studies and found that positive teacher-student relationships were related to teachers’ sense of wellbeing.

Positive teacher-student relationships, most often classified as close and less conflictual, were associated with teachers’ daily emotional experiences and their senses of engagement, meaning and accomplishment in their work, which all contribute to their overall wellbeing, according to the PERMA model (positive emotions, engagement, meaning, and accomplishment).

PhD candidate Rhoda Lai, lead author from Monash University’s Faculty of Education, said school leaders play an important role in offering support to help teachers manage relational demands more effectively.

“Schools that recognise the emotional labour involved in teaching are better placed to support staff across the year. Schools need to consider how building and sustaining relationships with students can be recognised as a core part of teachers’ work, with time, support, and professional development attached to it,” said Ms Lai.

“Relationships are not always prioritised in high schools, where other things like covering content can take up considerable time.”

Published in Educational Psychology Review, the research paper is titled ‘Associations Between Teacher-Student Relationship Quality and Middle and Secondary School Teachers’ Wellbeing: A Systematic Review’, https://doi.org/10.1007/s10648-025-10107-2