Date Approved
8-8-2025
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: Reading (M.Ed.)
Degree Program
College of Education
First Advisor
Elizabeth Stolle
Academic Year
2024/2025
Abstract
Abstract This study explores the impact of student-teacher relationships on literacy development, with a focus on student engagement and academic achievement in K–12 education. Grounded in a review of current literature and supported by educational psychology and culturally responsive teaching frameworks, this research investigates how positive, supportive interactions between teachers and students influence literacy outcomes. Specifically, the study examines how relational factors such as trust, empathy, and consistency contribute to increased motivation, participation, and performance in reading and writing tasks. A mixed methods approach is proposed, combining quantitative measures of academic progress with qualitative insights from student and teacher interviews. Findings from the literature suggest that strong student teacher relationships are significantly associated with higher levels of classroom engagement, improved reading comprehension, and overall academic success. This thesis aims to provide educators with evidence-based strategies to foster meaningful connections that support literacy growth and student engagement, especially among students who are struggling or historically marginalized. Implications for instructional practices and professional development are discussed.
ScholarWorks Citation
Nichols, Ammer, "Student Teacher Relationships" (2025). Culminating Experience Projects. 652.
https://scholarworks.gvsu.edu/gradprojects/652
