Teacher–Student Relationships and Psychosocial Adjustment of Students with Specific Learning Disorders

The present study explored psychosocial adjustment and quality of student–teacher relationship according to the self-reports of primary school students with specific learning disorders (SLD) compared to their peers with no disabilities and the quality of student–teacher relationship according to the perceptions of their classroom teachers. The sample comprised 400 primary school students attending the fifth and sixth grade (191 boys and 209 girls). Classroom teachers completed questionnaires for 44 students with SLD (22 boys and 22 girls) and 63 students with no assessment (29 boys and 34 girls). Self-report questionnaires on psychosocial adjustment and teacher–student relationship were also administered. Results showed that students with SLD reported lower levels of psychosocial adjustment and higher rejection by their teachers as compared to the comparison group. Teachers reported higher levels of conflict with students with SLD and their perceived acceptance positively predicted students’ psychosocial adjustment and this was more evident for the SLD group.