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According to bioecological theory, children’s experiences in one developmental setting are meaningful for their adjustment in other settings. In the current study, the quality of children’s relationships with classroom teachers, afterschool program staff, and mothers in 1 st  grade (n = 137) were examined in relation to their academic, social-emotional, and behavioral adjustment at school in 2 nd  grade. Closeness and conflict varied across these three adult-child relationships. Our hypotheses were partially supported such that higher teacher-child conflict in 1 st  grade related to poorer work habits and cooperation in 2 nd  grade. More conflict with afterschool staff in 1 st  grade was associated with lower social self-control and more externalizing behaviors at school in 2 nd  grade. Closeness was not related to children’s adjustment in 2 nd  grade. These findings highlight the potential negative implications of conflictual relationships with teachers and afterschool staff for children’s school adjustment.

Teachers, afterschool program staff, and mothers: Relationships with key adults and children’s adjustment in early elementary school