Patterns of problematic teacher–child relationships in upper elementary school

This study focused on (1) whether dimensions of relationship quality (i.e., closeness, conflict, and dependency) jointly form distinct relationship patterns in a normative sample of upper elementary schoolers (N = 1078), (2) the extent to which patterns observed in the normative sample could be found in a problematic sample (N = 241) consisting of children that teachers experienced relationship problems with, and (3) whether children's gender, ethnicity, and behavior problems are related to relationship patterns. Three relationship patterns were found in the normative sample: A supportive pattern (73.2%), a mildly insecure pattern (17.6%), and a dysfunctional pattern (9.2%). Most children from a problematic sample could be assigned to one of these patterns with high certainty, providing evidence for validation of normative patterns in a more problematic sample. The distribution of children over the relationship patterns differed significantly between samples. Boys and children with problem behavior were overrepresented in unfavorable patterns.