Exploring the Role of Teacher Student Rapport in Reducing Chemistry Anxiety Among Higher Secondary Students in West Bengal

This study explores the role of teacher-student rapport in mitigating chemistry anxiety among higher secondary school students in West Bengal. Through qualitative content analysis of semi-structured interviews and classroom observations, the research identifies key interpersonal qualities of chemistry teachers—such as empathy, clarity, and encouragement—that students associate with reduced stress and enhanced motivation. The study also examines how supportive classroom interactions and teacher-led emotional scaffolding contribute to students’ coping strategies in high-pressure academic settings. The findings underscore the significance of a nurturing educational environment in promoting student confidence, reducing subject-specific anxiety, and improving academic engagement in chemistry. Implications are discussed for teacher training and classroom management practices.