Interpersonal Relationships in Secondary Schools
Students’ Risk Behaviours in the Light of Positive Teacher–Student Relationships
DOI:
https://doi.org/10.15291/ai.4847Keywords:
adolescents, interpersonal teacher-student relationship, narrativesAbstract
This qualitative narrative study deals with adolescent risk behaviours and the influence of positive relationship those adolescents have with their teachers on reduction or complete cessation of such behaviour. The data collection technique is a focus group, whose participants are students at the brink of both adolescence and schooling; eight 19-yearolds from four high schools (grammar, art, three-year vocational and four-year vocational high school) in Primorje-Gorski Kotar County. This study has filled the void in methodology regarding this topic by using qualitative techniques, with high schoolers as participants. The aim of this study was to realize the reasons that lead to mild to moderate student risk behaviour in elementary school, and how their high school teachers can help them in dealing with it. The analysis of the results was done through the aspect of content analysis with a focus on specific student risk behaviours and the relationship they established with a specific teacher, and through the aspect of the feelings and thoughts that the participants attribute to their risk behaviours and the established relationship with the teacher. Verbatim and narrative descriptions were used. The results show that teacher’s help and support, openness in communication, and going beyond the scope of teaching and the classroom, even in one’s own free time, has a positive effect on establishing a quality relationship with students and consequently on reduction of students’ risk behaviours.
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