A mixed methods study examining how classroom experiences cultivate respect in Middle school students

This study used convergent parallel mixed methods to understand the classroom experiences that cultivate respect in middle schoolers. Participants were 258 fifth and sixth grade students (Mean age = 11 years; 47% female; 41% Black, 33% White, 16% Latine, 6% Multiracial, 1% Asian, or <1% Native American) across nine U.S middle schools. At three data collection windows (fall, winter, spring) during the 2019-2020 school year, which included the onset of the COVID-19 pandemic, students either completed surveys about their classroom experiences (agency, meaningful schoolwork, and teacher caring) or reported on their respect for others. Structural equation modeling indicated that students’ perception of teacher caring at window 2 (winter), but not agency and meaningful work, was significantly associated with their respect at window 3 (spring). Qualitative analysis of student interviews (n = 43) inquiring about a time when their teacher showed them respect revealed that teacher caring was the most prevalent theme.