“People First,Students Second”: Considerations for Building Trusting Relationships Between Educational Professionals and Adolescents in Schools

Abstract

Students’ relationships with adults in educational environments require careful consideration from researchers and practitioners as we seek to improve educational outcomes, particularly for those who have been historically underserved. This qualitative case study extends research on the development of student-teacher trust to a broader group of adults within the school by focusing on the work of City Year (CY) AmeriCorps members (ACMs), serving as in-school student success coaches and their in-school CY leaders, Impact Managers. We use data from adult student success coaches and leaders in two urban districts to examine how young adults temporarily serving in student support roles developed trusting relationships with youth and how they perceived their contribution to students’ academic and social-emotional growth. Findings show despite the temporal nature of their role, CY staff across sites and grade levels develop trust with students by using human-centered approaches, being vulnerable and honest with students, and setting clear boundaries. The participants’ voices in this study provide interpersonal strategies for teachers, teaching assistants, counselors, mentors, and staff to consider when building holistic and authentic relationships with students.