One question predicts student success better than test scores, family background, or economic indicator. “Is there an adult at school who knows you well?” [1]
Ask a veteran teacher, and they’ll confirm what decades of research shows – when students can answer “yes,” everything changes.
DATA
Trusted relationships significantly reduce absenteeism. A study by Kearney (2016) suggests targeted teacher-student interventions can lower chronic absenteeism by 20-40%. This aligns with the claim that students with an identified trusted adult are 42% less likely to be chronically absent.
Positive adult-student relationships lower disciplinary actions. Research by Gregory et al. (2016) and Margolius et al. (2018) demonstrates a reduction in exclusionary discipline incidents by 30-50% when restorative practices and strong teacher-student bonds are implemented.
Trusted adults increase graduation likelihood. According to Crosnoe & Johnson (2004), students with strong teacher connections are significantly more likely to graduate. This is true irrespective of socioeconomic or demographic factors. This supports the assertion that these students are 27% more likely to graduate.
DEFINITION
A student is considered chronically absent if they miss over 10% of possible school days through excused or unexcused absences.
This Capital Times article says that in the 2022-23 school year, over 35% of Madison students were chronically absent. That’s a slight decrease from 36.7% in the 2021-22 school year, but it’s still not enough of an improvement. The rate in Madison is nearly twice the state average.
The Search Institute’s longitudinal studies quantify what great teachers intuitively know. Students with strong adult connections at school score 15-18% higher on standardized tests. They are four times more likely to persist through academic challenges. These students report 68% lower rates of anxiety and depression [3]. These relationships become particularly crucial during challenging transitions – like entering middle school or preparing for graduation.
But creating these connections requires intention and support. Right now, our teachers manage enormous workloads that limit their ability to build these crucial relationships. The average teacher spends too many hours weekly on administrative tasks. This is time that could be spent connecting with students who need it most.
Practical solutions exist. Schools implementing structured advisory programs, where teachers meet regularly with small student groups, see significant improvements in student outcomes [5]. When we reduce administrative burdens and create dedicated time for relationship-building, both teachers and students thrive. Strategies like the “2×10” approach offer promising results. This involves spending two minutes daily for ten days connecting with specific students [6].
The research is clear. Student success isn’t just about what we teach. It’s also about who’s doing the teaching. Moreover, it depends on whether they have time to truly know their students.
Sources
- [1] Search Institute, “Developmental Relationships Framework” (2023)
- [3] Search Institute, “School Connections Longitudinal Study” (2022)
- [5] Journal of School Psychology, “Impact of Advisory Programs” (2023)
- [6] Educational Leadership, “The Two-by-Ten Strategy” (2022)