Honors Theses
Advisor
Susan Ferguson, M.S.
Department
Teacher Education
Publication Date
4-2017
Document Type
Honors Thesis
Abstract
Under-resourced children often experience multiple stressors in their everyday lives that can negatively impact their performance in schools. However, numerous research studies have shown that the most significant protective factor for under-resourced children is a caring, adult relationship. This study focuses on what needs to happen in the teacher-student relationship in order for the teacher to be that protective relationship. Building the teacher-student relationship aids all children, not just under-resourced children, in developing the academic, social and emotional skills necessary to be successful in the classroom. Development and presence of academic perseverance and an academic mindset of students are the two central skills analyzed and integrated into this study to support teachers in better educating the whole child.
Permission Statement
This item is protected by copyright law (Title 17, U.S. Code) and may only be used for noncommercial, educational, and scholarly purposes.
Keywords
Undergraduate research
Disciplines
Education | Educational Leadership | Elementary Education
eCommons Citation
Saurine, Virginia A., "Educating the Whole Child: Using Positive Adult Relationships to Develop Noncognitive Skills in Students Facing Adversity" (2017). Honors Theses. 126.
https://ecommons.udayton.edu/uhp_theses/126
