Relational Competence in Educating Adolescent Girls with Neurodevelopmental Disorders
Perspectives of Students and Teachers
Bibliographic Data
| ID | 22007159 |
|---|---|
| Authors | Linda Plantin Ewe (0000-0003-1027-0269, Kristianstad University, corresponding author), Jonas Aspelin (0000-0003-0917-6689, Kristianstad University) |
| Year | 2026 |
| Volume | 16 |
| Issue | 1 |
| Publication date | 2026-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251414737 |
| OpenAlex | W7125581486 |
| Language | EN |
| References cited | 25 |
The quality of teacher–student relationships is critical for students with neurodevelopmental disorders (NDDs), who often struggle with social interaction and emotional regulation. However, research on how students with NDDs perceive their teachers’ relational competence remains scarce, particularly that regarding female students. To address this gap, this qualitative study examines teachers’ relational competence from the perspectives of adolescent girls with NDDs ( n = 6) and their teachers ( n = 5) in special education schools. Thematic analysis of semi-structured interviews identified two key dimensions of relational competence: the Understanding Teacher, who validates students’ individual needs and balances encouragement with emotional support; and the Personal Teacher, who fosters supportive relationships through personal, sensitive, and informal interactions. These findings reinforce and expand prior research by highlighting relational competence as a protective factor that enhances participation, well-being, and learning among students with NDDs. This study also identifies educational challenges for girls with NDDs, including a tendency to use masking strategies, which suggests a greater need for personalized teacher support. This study holds implications for pedagogical practice
Emotional competence · Qualitative research · Social competence · Statistical relational learning · Thematic analysis · Autism Spectrum Disorder Research · Bullying, Victimization, and Aggression · Inclusion and Disability in Education and Sport
The Rediscovery of Teaching
Good education in an age of measurement
Observations of Effective Teacher–Student Interactions in Secondary School Classrooms
Recent trends in research on teacher–child relationships
Teacher-student relationships across the first seven years of education and adolescent outcomes
Thematic Analysis
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement
The importance of self‐regulation
Tensions and contradictions
Proposing a conceptual framework for relational pedagogy
Relationships with special needs students
| Citation velocity | historical |
|---|---|
| Highly cited | No |