Teacher–child relationships and classroom‐learning behaviours of children with developmental language disorders

Background Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher–child relationships may act as a protective factor for children with DLDs in that these serve to enhance children's important classroom‐learning behaviours. Aims To examine the association between the quality of teacher–child relationships and teacher‐rated classroom‐learning behaviours of children with DLDs in both preschool and kindergarten. Methods & Procedures Longitudinal data were collected on 191 preschoolers (mean = 42.4 months of age, SD = 11.6 months) with DLDs in special education classrooms during preschool and in kindergarten. Teacher–child relationship quality was assessed in preschool, and children's classroom‐learning behaviours were measured in preschool and kindergarten. Regression models were used to examine the relationship between teacher–child relationship quality and children's concurrent and future classroom‐learning behaviours. Outcomes & Results Positive teacher–child relationship quality in preschool was associated with better classroom‐learning behaviours in preschool and kindergarten for children with DLDs. Preschool teacher–child relationship quality characterized by low levels of conflict and high levels of closeness was associated with positive classroom‐learning behaviours during preschool. Teacher–child conflict but not closeness was predictive of children's classroom‐learning behaviours in kindergarten. Conclusions & Implications These results suggest that the quality of the teacher–child relationship for children with DLDs during preschool is associated within their learning‐related behaviours in the classroom both concurrently and in the subsequent year. Findings suggest that teacher–child relationships should be explored as a mechanism for improving the learning‐related behaviours of children with DLDs.