School relationships and adjustment of minority and majority students

Across all my studies, I repeatedly found that relationships with teachers had a significant effect on adolescents’ school adjustment, and as shown in studies one and two, these effects were long-lasting, having significant effects on outcomes over five years. Furthermore, I found that classmate support was also a significant predictor of positive school outcomes, and parental academic support was important for socio-emotional functioning, suggesting that adolescents benefit additionally and uniquely from different types of perceived support.

Overall, I found that school relationships were relatively important for all adolescents regardless of their ethnic or ethno-religious backgrounds. In summary, relationships in secondary school had significant and long-lasting implications for adolescent adjustment. My findings highlight the importance of fair treatment and support in school for all pupils.<br><i><br>Thesis embargoed until 31 July 2027.</i>