Teachers, Student Stress, and Academic Performance

Academic achievement for adolescents has been related to several positive outcomes in adulthood including economic and health outcomes. Undoubtedly, the COVID-19 pandemic has put additional stress on academic achievement. Research has shown several factors that predict academic outcomes. We are interested in investigating the associations between teacher-student relationship and a student's perceived level of stress on academic achievement. We used a multiple regression analysis to determine if students' teacher relationships significantly predict grades, as well as if stress predicts grades. Results of this regression showed that both student-teacher relationship and stress significantly predict grades (R2=.010, F(4,4375)=11.044, P < .001). It was found that student-teacher relationship significantly predicted grades (B=.013, P < .001), as did gender (B = .154, P < .001), and stress (B = .067, P<.001). The implication of these results should encourage teachers to develop stronger relationships with students to help improve grades. Additionally, stress levels must be managed both inside and outside of school for students to have their highest academic success. School administrators should foster the growth of student-teacher relationships while focusing on environments with reduced stressors in order to boost academic achievement.