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<p>Student well-being is increasingly recognized as a key indicator of educational effectiveness. The quality of student–teacher relationships emerges as a critical factor influencing student subjective well-being within the school environment. This study aimed to explore how student and teacher perceptions of the student–teacher relationship support student well-being, from a cross-cultural perspective and across two age cohorts. The analysis used data from the Organisation for Economic Co-operation and Development <i>Survey on Social and Emotional Skills</i>. The total sample consisted of school students from two age cohorts (23,356 students aged 10 and 23,321 students aged 15) and their teachers (6,180 and 7,295 teachers, respectively) from nine culturally diverse countries. Ordinary least squares regression was used for the analysis. In all nine countries, with few exceptions, students’ evaluations of their relationships with their teachers predicted student well-being. However, teacher and student perceptions of the relationships differed, and teachers’ evaluations of their relationships with students were not associated with students’ subjective well-being. The identified gap could become a topic for further research on teachers’ and students’ understanding of good student–teacher relationships.</p>

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Student–Teacher Relationship Perceptions and Student Well-Being: Insights from Nine Countries and Two Age Groups

  • 期刊论文

  • 发表日期：

    2026年5月21日

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  • Evgeniia Popovicheva,
  • Andrey Zakharov,
  • Tatjana Kanonire

摘要

Student well-being is increasingly recognized as a key indicator of educational effectiveness. The quality of student–teacher relationships emerges as a critical factor influencing student subjective well-being within the school environment. This study aimed to explore how student and teacher perceptions of the student–teacher relationship support student well-being, from a cross-cultural perspective and across two age cohorts. The analysis used data from the Organisation for Economic Co-operation and Development Survey on Social and Emotional Skills. The total sample consisted of school students from two age cohorts (23,356 students aged 10 and 23,321 students aged 15) and their teachers (6,180 and 7,295 teachers, respectively) from nine culturally diverse countries. Ordinary least squares regression was used for the analysis. In all nine countries, with few exceptions, students’ evaluations of their relationships with their teachers predicted student well-being. However, teacher and student perceptions of the relationships differed, and teachers’ evaluations of their relationships with students were not associated with students’ subjective well-being. The identified gap could become a topic for further research on teachers’ and students’ understanding of good student–teacher relationships.