Child, Youth, and Family Studies, Department of


Document Type


Date of this Version



SAGE Open July-September 2018: 1– 11

DOI: 10.1177/2158244018794774


© The Author(s) 2018. Creative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License


This study examined how overall quality and within-day consistency in fifth graders’ teacher-student interactions related to feelings about, engagement, and academic performance in school. Participants were 956 children in a national study. Students who experienced higher quality interactions reported more positive feelings about school, were more engaged, performed better in math and reading, and had more closeness and less conflict with teachers. Independent of overall interaction quality, students who experienced less consistency in their interactions with teachers, whether it was with the same teacher or across teachers, were less engaged and had more teacher-reported conflict. Findings emphasize the separate contributions of both high quality and consistency of teacher–student interactions to students’ success.