A Qualitative Case Study Exploring How Inspirational Teachers Build Relationships and Connections with High School Students

Abstract

Following the COVID-19 pandemic, there has been an increase in students' mental health struggles. The problem is that in Northeast Georgia, only 21% of high school students reported they have a trusted adult in the school building, according to the 2019 CCRPI student surveys (Georgia Department of Education, 2019). The purpose of this qualitative exploratory case study is to explore teachers’ perspectives regarding the benefits of cultivating teacher-student relationships and how these connections can be made with high school students in rural Northeast Georgia. While literature notes the importance of positive teacher-student relationships, there is a gap in how these connections are cultivated. This study utilized a qualitative case study methodology to offer insights into how educators establish these connections and the resulting impacts. The population consisted of 85 teachers in a rural Northeast Georgia high school, with a sample size of 19 participants. The study utilized individual semi-structured interviews and a focus group analyzed through Braun and Clarke's thematic analysis. Findings revealed four main themes: strategies for nurturing connections, cultivating a positive environment, providing support, and the benefits of positive relationships. Teachers build connections through personal interest, care, trust, open communication, and empathy. Teachers create positive environments through consistency, safety, and community-building. Support is provided via emotional guidance and resource connections. Benefits include improved communication, increased sense of belonging, higher motivation, better attendance, and increased achievement. This study contributes to understanding effective relationship-building strategies in education, particularly in post-pandemic contexts, and offers insights for educators seeking to enhance student outcomes through stronger connections.