Examining the Links Between Child–Teacher Relationships, Classroom Quality, and Child Outcomes Across Racial Groups

• DOI: 10.1002/pits.23494
• Publication Date: 2025-04-28T03:40:32Z
• Authors: Iheoma U. Iruka; Breanna Dede; Susan M. Sheridan; Natalie Koziol; Lisa Knoche; Amanda Witte
• Keywords: Racial differences

ABSTRACT This study examined the unique and interactive effects of teacher‐child relationships classroom quality on PreK to Grade 1 children's reading math achievement, social skills, problem behaviors, as well whether these differed by race ethnicity. Based data from 192 children (18.23% Black, 8.33% Latine English‐speaking, 21.88% Spanish‐speaking, 51.56% White) their teachers, analyses were conducted examine (1) experienced ethnicity, (2) race/ethnicity moderated association achievement (3) between relationship skills. Findings multi‐level mixed models indicated significantly associated with growth in child skills was behaviors. While did not moderate quality, there evidence racialized differences buffering role behavior face conflictual relationships. The implications findings for promoting equitable learning opportunities racially minoritized are discussed.