Teacher–Student Relationship and School Bonding in Primary School as Longitudinal Predictors of Students' Academic Achievement

This study adopts a multi‐informant (students and teachers) approach to explore the prospective associations of the teacher–student relationship and students' school bonding with students' academic achievement in primary school. The analytical sample consisted of 1349 Swiss children (Grade 1: 48.8% female; M age = 7.45, SD = 0.38, range 6.06–8.93) and 250 teachers. 976 children were followed up 5 years later (Grade 6; M age = 12.63, SD = 0.37, range 11.31–14.01). Sex, parental migration background, parental formal education level and the baseline of academic achievement at age 7 were control variables. Positive teacher–student relationship predicted mathematics achievement later. Positive teacher–student relationship and school bonding predicted language achievement later but not consistently. The quality of primary education teacher–student relationship seems to play a crucial role in students' academic achievement. Educational and political implications are discussed.