The Role of Perceived Teacher Rejection in the Development of Social Anxiety Among School-Age Children

EasyChair Preprint 13609

Abstract

This abstract focuses on examining the role of perceived teacher rejection in the development of social anxiety among school-age children. Social anxiety is a prevalent issue among children, and understanding the factors that contribute to its development is crucial for effective intervention and support. Perceived teacher rejection refers to the subjective interpretation of children perceiving themselves as rejected or excluded by their teachers. This abstract explores the impact of perceived teacher rejection on social anxiety, factors that influence its occurrence, and the long-term consequences it may have on children's academic, social, and psychological well-being. The abstract also discusses strategies for addressing perceived teacher rejection and reducing social anxiety, including teacher training, promoting positive teacher-student relationships, and creating supportive classroom and school environments. By raising awareness of the role of perceived teacher rejection, this abstract highlights the importance of fostering positive teacher-student interactions to promote healthy socio-emotional development in school-age children.

Keyphrases: Perceived teacher rejection, Relationships, academic achievement, long-term consequences, psychological health, social skills, socio-emotional well-being

@booklet{EasyChair:13609,
  author    = {Elizabeth Henry and Harold Jonathan},
  title     = {The Role of Perceived Teacher Rejection in the Development of Social Anxiety Among School-Age Children},
  howpublished = {EasyChair Preprint 13609},
  year      = {EasyChair, 2024}}