Die Lehrer-Schüler-Beziehung als Schlüssel zur Regulation von externalisierenden Verhaltensstörungen – Belastungen und persönliche Eigenschaften der Lehrkräfte in unterschiedlichen Schulformen sowie wichtige Beziehungsfaktoren aus Sicht der Sonderpädagog*innen

Externalizing behavioural disorders (EBD) among pupils are constantly on the rise in schools, which can also lead to mental illness among teachers (Vorwerk et al., 2016). At the same time, there is currently a lack of teachers in Germany. Therefore, the consideration of possible regulatory strategies for EBD in schools appears to be an important research perspective. This study initially focuses on presenting the current state of research with the help of a systematic review. In conjunction with this, a meta-analysis was carried out on the influence of various factors of the teacher-student-relationship on EBD. A mixed-methods survey of qualitative and quantitative data in special schools for emotional and social development and in integrated mainstream schools enabled further questions to be investigated. Data on the burdens experienced by teachers, their emotions and experiences with EBD were collected and analyzed. The results speak for the high significance of the teacher-student-relationship for the regulation of EBD in pupils. At the same time, a high level of psychological stress among teachers was identified in both types of schools. The qualitative data also highlighted important relationship factors such as empathy, trust, authenticity and closeness to the pupils.