A Protection or a Barrier? A Scoping Review of Boundaries in Teacher-Student Relationships

• Main Author: Santos, Joseph Russell R.
• Format: text
• Published: Animo Repository 2024
• Subjects: teacher-student relationships; teacher-student boundaries; ethical guidelines in education; teacher well-being; student well-being; Educational Psychology; School Psychology
• Online Access: https://animorepository.dlsu.edu.ph/sinaya/vol3/iss4/2; https://animorepository.dlsu.edu.ph/context/sinaya/article/1125/viewcontent/_Final_Proof__Manuscript__2.pdf
• Institution: De La Salle University

Teacher-student relationships have differing potentialities in terms of importance and challenges, therefore implying the need for more effective navigation by placing healthy boundaries. However, the impact of this relationship and the boundary itself for both teachers and students need to be recognized to determine how they should be navigated. Doing so can give teachers and students healthier and more meaningful classroom experiences that align with the sustainable development goal of achieving optimal well-being and quality education. To examine the perceived importance and challenges of boundaries in teacher-student relationships, a scoping review was conducted. Eleven (11) out of the 29 studies provided data on emerging themes about the importance and challenges of teachers and students with regard to their relationship with each other and the boundaries involved. Specifically, the importance of teacher-student relationships includes a safe haven for students, enhancement of learning experience and performance, and a feeling of appreciation and rewarding experience. In contrast, the challenges involve exhaustion and relationship complication and bias. The importance of setting boundaries includes welfare protection and the protection of teachers’ objectivity and role model status. Conversely, the challenges in setting boundaries include the difficulty in regulating emotions. These themes highlight the impact of boundaries and teacher-student relationships on the well-being and learning experiences of teachers and students in elementary, secondary, and higher education. In line with these findings, a call for an updated set of ethical guidelines, an establishment of training programs, and future quantitative and qualitative research to further explore the topic are recommended.