More conflict and less closeness: The mediating role of dyadic interactions in explaining lower teacher-student relationship quality for low SES and ethnic minority students

In this longitudinal study, we examined if Dutch primary school students (n = 1,566, Mage = 10.16 years, 47.8% females, 47.8% males) experienced differential relationship quality based on their ethnic background and SES and whether their teachers also reported this.

Moreover, we examined if the possible differences in relationship quality could be explained by observed dyadic teacher-student interactions. We also examined if teachers’ implicitly measured attitudes toward ethnic minorities or low-SES people strengthened or weakened the relationship between student background and teacher interactions. Multilevel moderated mediation analyses indicated that low-SES and non-Western ethnic minority students had more conflict-laden and less close relationships with their teachers.