Abstract

The present research aims to analyse the function of student-teacher relationship on academic achievement at the end of primary school. In particular, we aimed to assess whether student-teacher relationship, in a period of growth and investment on peers as pre-adolescence, maintains its protective function especially in individuals at behavioural or in integration into the peer-group risk, while it becomes less meaningful in subjects who do not have difficulties. Participants were 628 children attending the fifth grade of primary school of the Florentine territory. The results seem to substantiate our hypothesis highlighting significant gender differences.