“With a twinkle in my eye”: vocational teachers’ relational work in schools in disadvantaged area

Abstract

Research on teachers’ relational practices and how they develop relationships with their students is a growing field, internationally and in Scandinavia. However, research on teachers’ relational work in disadvantaged areas is rare. This study examines how vocational teachers in schools in disadvantaged areas describe their relational work with students. Taking the narratives of 25 vocational students about their teachers as a starting point, the study is based on individual in-depth interviews with the students’ contact teachers (N = 8). Reflexive thematic analysis revealed several key aspects integral to teachers’ relational work. The findings suggest that building positive relationships with students entails a balancing act between providing close support and fostering students’ autonomy. Furthermore, building relationships also requires a balance between recognising individual needs and developing strong classroom communities. Finally, teachers’ relational work with students can be described as an act of caring and subtle communication. Implications for practice are discussed.