Examining the Role of Stress, Social and Organizational Support on Student-Teacher Relationships in a Sample of Specialized Educators Serving Young Children with ASD

Teachers are key architects of children’s learning and school life, and teachers’ characteristics and experiences can influence the bond that is formed between them and the children they educate, particularly within the realm of special education. In recent years, the prevalence of Autism Spectrum Disorder (ASD) has increased, therefore the study of teachers that serve children with ASD is increasing in importance. This study examined to what extent teachers’ perceived stress was associated with the quality of their relationships with children (i.e., the level of closeness and conflict), and if teachers’ organization and social support moderated these associations. A sample of educators of children with ASD (N=46) were examined utilizing a survey that also assessed varying support systems. All participants worked in either a specialized institute or a specialized classroom predominantly serving children with ASD. Level of stress was associated with the amount of conflict reported in student-teacher relationships (STR), but was not associated with the closeness. Additional associations were found for conflict with an aspect of social support and annual income. Implications for teacher support and administrative interventions are discussed.A three-year embargo was granted for this item.Academic Major: Psycholog