The impact of teacher-student relationships on mental health and wellbeing in adolescents with poor reading and spelling skills.

BACKGROUND: Poor reading ability is associated with increased risk of internalizing symptoms (e.g., anxiety); however, social factors, including supportive relationships at school, may buffer against internalizing psychopathology or promote mental wellbeing in adolescents with poor reading. AIM: This study examined the association between teacher-student relationship characteristics (conflict, closeness, instrumental support) with subject-specific English teachers and English-subject anxiety and buoyancy among students with poor reading and spelling skills (poor literacy group) and students with average or above literacy skills. SAMPLE: Participants were Australian students in Grades 7-10 (Mage = 13.38 years) with poor (n = 193; 42% girls) or average or above literacy (n = 812; 52% girls); the sample was representative regarding socio-economic status. METHOD: Participants were grouped based on scores from a spelling and reading comprehension screening test and completed an online survey. RESULTS: Multigroup path analysis controlling for gender demonstrated that higher instrumental support and closeness were associated with higher buoyancy among adolescents in both groups. However, teacher conflict was associated with reduced buoyancy among students with average or above literacy, but not among those with poor literacy. Conversely, teacher-student relationship characteristics were not associated with anxiety among adolescents with poor literacy, despite teacher conflict showing a significant moderate relationship with anxiety in the average or above literacy group. CONCLUSIONS: These findings suggest that positive relationships with English teachers, characterized by high closeness and high instrumental support, are associated with mental wellbeing (buoyancy) among adolescents with poor literacy, but have limited associations with their anxiety levels.