Examining the Links Between Child–Teacher Relationships, Classroom Quality, and Child Outcomes Across Racial Groups

ABSTRACT This study examined the unique and interactive effects of teacher‐child relationships and classroom quality on PreK to Grade 1 children's reading and math achievement, social skills, and problem behaviors, as well as whether these relationships differed by children's race and ethnicity. Based on data from 192 children (18.23% Black, 8.33% Latine English‐speaking, 21.88% Latine Spanish‐speaking, 51.56% White) from PreK to Grade 1 and their teachers, analyses were conducted to examine whether (1) the quality of teacher‐child relationships and classroom quality experienced by children differed by race and ethnicity, (2) race/ethnicity moderated the association of teacher‐child relationships and classroom quality on children's achievement and social skills, and (3) race/ethnicity moderated the association between the interactive effects of classroom quality and teacher‐child relationship on children's achievement and social skills. Findings from multi‐level mixed models indicated teacher‐child relationships were significantly associated with growth in child achievement and social skills and classroom quality was associated with problem behaviors. While race/ethnicity did not moderate the association between teacher‐child relationship and classroom quality, there was evidence of racialized differences in the buffering role of classroom quality on children's achievement and behavior in the face of conflictual teacher‐child relationships. The implications of the findings for promoting equitable learning opportunities for racially minoritized children are discussed.