Abstract

Although they may struggle with their emotional well-being, academically accelerated students are underrepresented in the research literature. Teachers are in a position to influence students' emotional well-being. Minimal qualitative research with student voices has been conducted. This study highlights the perspectives of students who have participated in an academically accelerated program. Students were interviewed about what their teachers do to help or hinder their emotional well-being and what they wish that teachers could do to support their emotional well-being. A total of 14 high school students were interviewed using the critical incident technique (CIT). The participants emphasized the importance of strong teacher-student relationships, teachers using effective teaching practices, and being flexible and adaptable around deadlines and grades. The findings of this study illustrate the importance for teachers and other stakeholders to understand the factors that support students' emotional well-being.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

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