Student–Teacher Relationship and Mathematics Achievement: Comparative Insights from Students With and Without Diverse Learning Needs

Source abstract

The student–teacher relationship is widely acknowledged as a key factor influencing both academic achievement and emotional well-being. In Grade 12 mathematics, where academic demands and pressure are particularly high, the quality of this relationship can significantly affect students’ performance. This study investigates how students with different learning profiles perceive their relationship with their mathematics teacher and how this relationship correlates with their academic outcomes. Grounded in sociocultural perspectives on learning and psychological theories of motivation, the study explores dimensions such as closeness, support, and conflict. The sample included 120 Grade 12 students (aged 17–18) from seven state-funded high schools in Attica, Greece, evenly divided into two groups based on learning characteristics. Data were collected through a structured questionnaire and official school records of mathematics achievement. Findings revealed clear and statistically significant differences between the groups. Students who reported more positive relational experiences also demonstrated higher academic achievement. Across the full sample, stronger relational bonds were associated with better academic performance, while conflict was linked to lower achievement. This study makes a novel contribution by offering a comparative perspective on how the student–teacher relationship functions in high-stakes mathematics education. The results underscore the importance of fostering supportive and inclusive classroom environments, and they highlight the need for targeted professional development to help teachers build effective relationships with diverse learners.