‘She means the world to me’. Using Interpretative Phenomenological Analysis to Explore Secondary School Students’ Experiences of Student-Teacher Relationships

This research focuses on the lived experiences of six young people (YP) in year 9 or 10 attending a mainstream secondary school, with a particular focus on their experiences of student-teacher relationships (STR). The participant group all attended the same mainstream secondary school, were on the school’s special educational needs register for social, emotional and mental health (SEMH) needs and received provision considered ‘additional or different’ (Department for Education, 2015) for behaviour.

The study underscores the profound influence of these relationships on students' educational journeys, emphasising the need for a deeper understanding of relational practices in education, especially from the perspective of YP. While the existing literature acknowledges the significance of STR in educational settings, there is a noticeable gap in understanding the experiences of students within these relationships, particularly in the context of mainstream secondary schools. To bridge this gap, the study utilises semi-structured interviews and applies the Interpretive Phenomenological Analysis (IPA) research method.

The chosen IPA methodology follows the Larkin et al. (2021) approach and aligns with an epistemological and ontological position rooted in phenomenology. The study's findings reveal three significant Group Experiential Themes (GETs). The first GETs theme, 'She means the world to me,' highlights students' unique bond with their teachers, underscoring closeness and intuitive understanding. The second GETs theme focuses a spotlight on students' experiences of ‘unfairness and disempowerment,' in STR, which sheds light on power imbalances and feelings of injustice impacting their learning and well-being. Lastly, the third GETs theme underscores the importance of 'security and protection’ within STR, fostering a positive learning environment and influencing students' academic and emotional development.

This study seeks to amplify student voices in the discussion on relational practice in education. It concludes by offering recommendations spanning school policies and systemic changes, emphasising the need for a more comprehensive approach to STR that encompasses students' experiences and well-being. In essence, this study advances our comprehension of STR in secondary schools and underscores the essential nature of considering and integrating students' perspectives in shaping future educational policies and practices.