Systematic Review and Analysis of Attachment-Based Interventions for Enhancing Teacher-Student Relationships: International Findings, Challenges, and Recommendations for Iran

Document Type : Scientific Articles

Authors

1 Ph.D. student of Educational Psychology, Department of Psychology, Faculty of Education & Psychology, Shahid Beheshti University, Tehran, Iran.

2 Professor, Department of Psychology, Faculty of Education & Psychology, Shahid Beheshti University, Tehran, Iran.

3 Assistant Professor, Department of Psychology, Faculty of Education & Psychology, Shahid Beheshti University, Tehran, Iran.

4 Associate Professor, Department of Psychology, Faculty of Education & Psychology, Shahid Beheshti University, Tehran, Iran.

Abstract

The quality of teacher-student relationships significantly impacts students' academic and non-academic outcomes. Attachment theory has been recognized as a practical framework for developing interventions to enhance this relationship's quality. This systematic review aimed to examine the current state of attachment-based interventions developed to improve the quality of teacher-student relationships globally and in Iran, analyze and compare their content, and provide recommendations for their application in the Iranian context. Using the PRISMA systematic approach, 24 eligible studies were identified, and the content of 19 associated interventions was analyzed. The findings revealed substantial challenges in the development of such interventions. Results indicated that most existing interventions have been developed in individualistic Western cultures, with no interventions tailored to Iran's cultural and contextual needs. Additionally, on a global scale, there is a lack of interventions targeting educational levels beyond elementary school and insufficient attention to the developmental needs of students. These findings highlight the necessity of developing attachment-based interventions tailored to the cultural context and developmental needs of students in Iran. The outcomes of this study can inform educational policymakers, researchers, and teachers in designing effective interventions to enhance teacher-student relationships in Iran.

Keywords

References

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Journal of Educational Psychology Studies
Volume 22, Issue 57
April 2025
Pages 120-87

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