Teacher-student relationships (TSR) play a vital role in establishing a positive school climate and promoting positive student outcomes (Wang et al., 2020). Especially in a diverse context such as Luxembourg, it is vital to identify key student outcomes of TSR to best promote students’ success and well-being. Several meta-analyses suggested significant associations between TSR and, for example, academic achievement, disruptive behavior, school engagement, peer relationships, motivation, executive functioning, and general well-being (e.g. Endedijk et al., 2021; Nurmi, 2012; Roorda et al., 2011; Vandenbroucke et al., 2018). However, these meta-analyses differ substantially in their TSR-outcome relation, moderators, and quality, thus complicating the application of their findings in general, and to the Luxembourgish context in specific.     «

Teacher-student relationships (TSR) play a vital role in establishing a positive school climate and promoting positive student outcomes (Wang et al., 2020). Especially in a diverse context such as Luxembourg, it is vital to identify key student outcomes of TSR to best promote students’ success and well-being. Several meta-analyses suggested significant associations between TSR and, for example, academic achievement, disruptive behavior, school engagement, peer relationships, motivation, executiv...     »