Teachers dating students after they graduate

Students in high-poverty urban schools may benefit from positive teacher-student relationships even more than students in high-income schools, because of the risks associated with poverty (Murray & Malmgren, 2005).

Risk outcomes associated with poverty include high rates of high school dropout, lower rates of college applications, low self-efficacy, and low self-confidence (Murray & Malmgren, 2005).

Due to the influence of expectations on motivation, expectations can be an important factor on a students’ academic achievement.

These studies show that relationships with teachers in the later years of schooling can still significantly impact the academic achievement trajectories of students (Midgley et al., 1989).

Another example of the importance of teacher-student relationships in high school students stems from intervention studies aimed at improving academic outcomes for low-income students (Murray & Malmgren, 2005).

Academic Outcomes Although many studies focus on the importance of early teacher-student relationships, some studies have found that teacher-student relationships are important in transition years; the years when students transition from elementary to middle school or middle to high school (Alexander et al., 1997; Cataldi & Kewall Ramani, 2009; Midgley, Feldlaufer, & Eccles, 1989).

Studies of math competence in students transitioning from elementary to middle school have found that students who move from having positive relationships with teachers at the end of elementary school to less positive relationships with teachers in middle school significantly decreased in math skills (Midgley et al., 1989).

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