The teacher–student relationship and student burnout: Mediating effect of supportive school climate

Abstract

Burnout is a health issue among students; thus, mechanisms that reduce student burnout need to be explored. In this study we investigated the role that a positive teacher–student relationship plays in influencing student burnout through the mediator of supportive school climate. A sample of 346 high school students in China completed a paper-based survey. The results of structural equation modeling showed that a positive teacher–student relationship was negatively related to student burnout, and a supportive school climate partially mediated this relationship. The findings suggest that fostering a positive teacher–student relationship and promoting a supportive school climate can help reduce student burnout in high school settings. This study extends the conclusions of prior research and provides new insights into the link between teacher–student relationships and student burnout.