Relational presence

Learning involves both cognitive and emotional effort. For students to dare to take on challenges, cope with setbacks and develop, they need not only knowledge and strategies but also a sense of security and belief in their own ability. Research shows that the teacher's relational presence plays an important role in creating these conditions.

A central factor in students' motivation and performance is their belief in their own ability, known as self-efficacy. The concept concerns the student's conviction that they can succeed at a specific task. Research shows that students with high self-efficacy perform better, make more of an effort, show greater perseverance and dare to take on challenging tasks.

A study by Basileo and colleagues from 2024 shows that self-efficacy is one of the strongest factors behind school performance in both mathematics and languages. The study also shows that motivation and support from teachers contribute to better results by strengthening students' belief in their own ability.

Here the teacher's relational presence becomes particularly significant. When students experience that the teacher cares about them, believes in their ability and offers support, their self-belief is strengthened. Secure relationships make it easier for students to ask questions, make mistakes and keep trying when something is difficult.

Research also shows that self-efficacy and motivation reinforce one another. Students who believe in their ability become more motivated to make an effort, while successes strengthen their belief in themselves. This can create a positive spiral in which students dare to try, succeed and develop further.

Relationally present teachers therefore work deliberately to strengthen students' sense of competence. This can happen through clear goals, adapted challenges, visible progression and feedback that focuses on strategies, effort and development rather than solely on results.

The teacher's relational presence also helps students experience the teaching as meaningful. Students engage more when they understand the purpose of a task and see how it can be useful or relevant to them. At the same time, worry about failing or making mistakes can reduce motivation. By creating a safe classroom climate where mistakes are seen as a natural part of learning, teachers can reduce these obstacles.

Taken together, the research shows that the teacher's relational presence matters greatly for both wellbeing and learning. When students feel seen, supported and believed in, their motivation, belief in their own ability and willingness to engage in their learning are strengthened.