Skip to main content
SpringerLink
Log in

Teachers and children’s loneliness: A review of the literature and educational implications

  • Published:
European Journal of Psychology of Education Aims and scope Submit manuscript

Abstract

The present study is a critical review of the research literature concerning the links between the teacher and children’s loneliness. More specifically, the issue of children’s loneliness in the school is summarized. Research data documenting that loneliness is a risk factor in children’s development are briefly reviewed. Next, hypotheses and research data are reviewed on the following aspects: (I) the association between children’s loneliness and the quality of the teacher-child relationship from the viewpoint of attachment theory; (II) the teacher’s attitude toward children’s loneliness and his or her perceptions of his or her effectiveness in dealing with it; (III) the teacher’s ability to identify lonely children; and (IV) the children’s perceptions of the role of the teacher in the emergence and alleviation of their loneliness. Finally, on the basis of the existing data, critical questions are formulated, suggestions for future research are made, and educational implications for teacher training and school-based interventions are discussed.

Résumé

Cette étude est une contribution qui présente un état des lieux des relations entre les enseignants et la solitude des enfants. Plus en détails le thème de la solitude des élèves à l’école est abordé aussi bien que les recherches qui documentent que la solitude est un facteur de risque dans le développement des enfants. Les contenus suivants sont discutés par rapport aux hypothèse et aux résultats de recherche: (1) association entre solitude des enfants et qualité des relations enseignants-élèves du point de vue de la théorie de l’attachement; (2) attitudes des enseignants envers la solitude des élèves et perceptions des enseignants de leur efficacité; (3) habilité des enseignants d’identifier les élèves seuls; (4) perceptions des élèves du rôle des enseignants dans des situations d’urgence et dans le traitement de leur solitude. Sur la base des résultats sont présentées des questions et des suggestions pour des recherches futures, aussi bien que des implications éducatives pour la formation des enseignants et pour des interventions efficaces dans les écoles.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Achenbach, T.M., McConaughty, S.H., & Howell, C.T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-inform ant correlations for situational specificity.Psychological Bulletin, 101, 213–232.

    Article  Google Scholar 

  • Asher, S.R., & Paquette, J.A. (2003). Loneliness and peer relations in childhood.Current Directions in Psychological Science, 12, 75–78.

    Article  Google Scholar 

  • Asher, S.R., & Wheeler, V.A. (1985). Children’s loneliness: A comparison of rejected and neglected peer status.Journal of Consulting and Clinical Psychology, 53, 500–505.

    Article  Google Scholar 

  • Asher, S.R., Hymel, S., & Renshaw, P.D. (1984). Loneliness in children.Child Development, 55, 1456–1464.

    Article  Google Scholar 

  • Asher, S.R., Parkhurst, J.T., Hymel, S., & Williams, G.A. (1990). Peer rejection and loneliness in childhood. In S.R. Asher, & J.D. Coie (Eds.),Peer rejection in childhood (pp. 253–273). New York: Cambridge University Press.

    Google Scholar 

  • Baker, J.A. (1999). Teacher-student interaction in urban at-risk classrooms: Differential behavior, relationship quality, and student satisfaction with school.The Elementary School Journal, 100, 57–70.

    Article  Google Scholar 

  • Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997). Caring school communities.Educational Psychologist, 32, 137–151.

    Article  Google Scholar 

  • Bierman, K.L. (1986). Process of change during social skills training with preadolescents and its relation to treatment outcome.Child Development, 57, 230–240.

    Article  Google Scholar 

  • Berguno, G., Leroux, P., McAinsh, K., & Shaikh, S. (2004). Children’s experience of lone liness at school and its relation to bullying and the quality of the teacher interventions.The Qualitative Report, 9, 483–499.

    Google Scholar 

  • Birch, S.H., & Ladd, G.W. (1997). The teacher-child relationship and children’s early school adjustment.Journal of School Psychology, 35, 61–79.

    Article  Google Scholar 

  • Birch, S.H., & Ladd, G.W. (1998). Children’s interpersonal behaviors and the teacher-child relationship.Developmental Psychology, 34, 934–946.

    Article  Google Scholar 

  • Boivin, M., & Hymel, S. (1997). Peer experiences and social self-perceptions: A sequential model.Developmental Psychology, 33, 135–145.

    Article  Google Scholar 

  • Boivin, M., Poulin, F., & Vitaro, F. (1994). Depressed mood and peer rejection in childhood.Development and Psychopathology, 6, 483–498.

    Article  Google Scholar 

  • Boivin, M., & Hymel, S., & Bukowski, W.M. (1995). The roles of social withdrawal, peer rejection, and victimization by peers in predicting loneliness and depressed mood in childhood [Special issue].Development and Psychopathology, 7, 765–785.

    Article  Google Scholar 

  • Boivin, M., Thomassin, L., & Alain, M. (1989). Peer rejection and self-perception among early elementary school children: Aggressive-rejectees vs. withdrawn-rejectees. In B.H. Schneider, G. Attili, J., Nadel, & R.P. Weissberg (Eds.),Social competence in developmental perspective (pp. 392–393). Boston: Kluwer Academic.

    Google Scholar 

  • Bolea, A.S. (1986). Treating loneliness in children.Psychotherapy Journal, 2, 15–27.

    Google Scholar 

  • Boulton, M.J., & Underwood, K. (1992). Bully/victim problems among middle school children.British Journal of Educational Psychology, 62, 73–87.

    Google Scholar 

  • Bowlby, J. (1969).Attachment and loss. Vol 1: Attachment. London: Hogarth Press.

    Google Scholar 

  • Bowlby, J. (1988).A secure base: Parent-child attachment and healthy human development. New York: Basic Books.

    Google Scholar 

  • Brennan, T. (1982). Loneliness at adolescence. In L. A. Peplau, & D. Perlman (Eds.),Loneliness: A sourcebook of current theory, research and therapy (pp. 269–290). New York: Wiley.

    Google Scholar 

  • Brophy, J. (1985). Teacher’s expectations, motives, and goals for working with problem students. In C. Ames & R. Ames (Eds.),Research on motivation in education. Vol. 2: The classroom milieu (pp. 175–213). New York: Academic Press.

    Google Scholar 

  • Buchholz, E.S. (1997).The call of solitude: Alonetime in a world of attachment. New York: Simon & Schuster.

    Google Scholar 

  • Buhs, E.S., & Ladd, G.W. (2001). Peer rejection as an antecedent of young children’s school adjustment: An examination of mediating processes.Developmental Psychology, 37, 550–560.

    Article  Google Scholar 

  • Bukowski, W.M., & Ferber, J.S. (1987).A study of peer relations, attributional style and loneliness during early adolescence. Paper presented at the biennial meeting of the Society for Research in Child Development, Baltimore.

  • Bullock, J.R. (1992). Children without friends: Who are they and how can teachers help?Childhood Education, 69, 92–96.

    Google Scholar 

  • Burgess, K.B., Ladd, G.W., Kochenderfer, B.J., Lambert, S.F., & Birch, S.H. (1999). Loneliness during early childhood: The role of interpersonal behaviors and relationships. In K.J. Rotenberg & S. Hymel (Eds.),Loneliness in childhood and adolescence (pp. 109–134). Cambridge, MA: Cambridge University Press.

    Google Scholar 

  • Byrnes, D.A. (1983). Life skills in solitude and silence in the school.Education, 104, 96–99.

    Google Scholar 

  • Byrnes, D.A. (1984). Social isolates and the teacher.Educational Forum, 48, 373–381.

    Article  Google Scholar 

  • Byrnes, D.A. (1985). “Cipher” in the classroom: The invisible child.Childhood Education, 62, 91–97.

    Google Scholar 

  • Byrnes, D.A., & Yamamoto, K. (1983). Invisible children: A descriptive study of social isolates.Journal of Research and Development in Education, 16, 15–25.

    Google Scholar 

  • Cassidy, J., & Asher, S.R. (1992). Loneliness and peer relations in young children.Child Development, 63, 350–365.

    Article  Google Scholar 

  • Cassidy, J., & Berlin, L.J. (1999). Understanding of the origins of childhood loneliness: Contributions of attachment theory. In K. J. Rotenberg & S. Hymel (Eds.),Loneliness in childhood and adolescence (pp. 34–55). Cambridge, MA: Cambridge University Press.

    Google Scholar 

  • Compas, B.E., Worsham, N.L., & Ey, S. (1992). Conceptual and developmental issues in children’s coping with stress. In A.M. La Greca, L.J. Siegel, J.N. Wallander, & E.C. Walker (Eds.),Stress and coping in child health (pp. 7–24). New York: Guilford Press.

    Google Scholar 

  • Connell, J.P., & Wellborn, J.G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.),Self processes in development: Minnesota Symposium on Child Psychology (vol. 23, pp. 43–77). Chicago: University of Chicago Press.

    Google Scholar 

  • Crick, N.R., & Ladd, G.W. (1993). Children’s perceptions of their peer experiences: Attributions, loneliness, social anxiety, and social avoidance.Developmental Psychology, 29, 244–254.

    Article  Google Scholar 

  • Crick, N.R., Grotpeter, J.K., & Rockhill, C.M. (1999). A social-information processing approach to children’s loneliness. In K.J. Rotenberg & S. Hymel (Eds.),Loneliness in childhood and adolescence (pp. 153–175). Cambridge, MA: Cambridge University Press.

    Google Scholar 

  • Davis, H.A. (2003). Conceptualizing the role and influence of student-teacher relationships on children’s social and cognitive development.Educational Psychologist, 38, 207–234.

    Article  Google Scholar 

  • Dobson, J.E., Campbell, N.J., & Dobson, R. (1987). Relationships among loneliness, perceptions of school, and grade point averages of high school juniors.The School Counselor, 35, 143–148.

    Google Scholar 

  • Doll, B. (1996). Children without friends: Implications for practice and policy.School Psychology Review, 25, 165–183.

    Google Scholar 

  • Epkins, C.C. (1995). Teachers’ ratings of inpatient children’s depression, anxiety, and aggression: A preliminary comparison between inpatient-facility and community-based teachers’ ratings and their correspondence with children’s self-reports.Journal of Clinical Child Psychology, 24, 63–70.

    Article  Google Scholar 

  • Fine, S.E., Izard, C.E., Mostow, A.J., Trentacosta, C.J., & Ackerman, B.P. (2003). First grade emotion knowledge as a predictor of fifth grade self-reported internalizing behaviors in children from economically disadvantaged families.Development and Psychopathology, 15, 331–342.

    Article  Google Scholar 

  • France, M.H., McDowell, C., & Knowles, D. (1984). Understanding and coping with loneliness.The School Counselor, 32, 11–17.

    Google Scholar 

  • Franke, S., & Hymel, S. (1984).Social anxiety in children: The development of self-report measures. Paper presented at the biennial meeting of the University of Waterloo Conference on Child Development, Waterloo, Ontario, Canada.

  • Fromm-Reichmann, F. (1990). Loneliness.Contemporary Psychoanalysis, 26, 305–330. (Original article published 1959)

    Google Scholar 

  • Galanaki, E. (1999). Loneliness in school-age children: Can peers and teachers identify lonely children?Nea Paideia (New Education), 90, 134–150. (in Greek)

    Google Scholar 

  • Galanaki, E. (2004a). Are children able to distinguish among the concepts of aloneness, loneliness, and solitude?International Journal of Behavioral Development, 28, 435–443.

    Article  Google Scholar 

  • Galanaki, E. (2004b). Teachers and loneliness: The children’s perspective.School Psychology International, 25, 92–105.

    Article  Google Scholar 

  • Galanaki, E. (2005). Solitude in the school: A neglected facet of children’s development and education.Childhood Education, 81, 128–132.

    Google Scholar 

  • Galanaki, E., & Kalantzi-Azizi, A. (1999). Loneliness and social dissatisfaction: Its relation with children’s self-efficacy for peer interaction.Child Study Journal, 29, 1–21.

    Google Scholar 

  • Galanaki, E.P., Polychronopoulou, S.A., & Babalis, T.K. (in press). Lon eliness and social dissatisfaction among teacher-identified behaviorally at-risk students.School Psychology International.

  • Goossens, L., & Marcoen, A. (1999). Adolescent loneliness, self-reflection, and identity: From individual differences to developmental processes. In K.J. Rotenberg & S. Hymel (Eds.),Loneliness in childhood and adolescence (pp. 225–243). New York: Cambridge University Press.

    Google Scholar 

  • Gottman, J.M., Gonso, J., & Schuler, P. (1976). Teaching social skills to isolated children.Journal of Abnormal Child Psychology, 4, 179–197.

    Article  Google Scholar 

  • Graham, S., & Juvonen, J. (1998). Self-blame and peer victimization in middle school: An attributional analysis.Developmental Psychology, 34, 587–599.

    Article  Google Scholar 

  • Graham, S., Belmore, A., & Juvonen, J. (2003). Peer victimization in middle school: When self- and peer views diverge.Journal of Applied School Psychology, 19, 117–137.

    Article  Google Scholar 

  • Greenberg, M.T., Kusche, C.A., & Speltz, M. (1991). Emotional regulation, self-control, and psychopathology: The role of relationships in early childhood. In D. Cicchetti & S. Toth (Eds.),Rochester Symposium on Developmental Psychopathology. Vol. 2: Internalizing and externalizing expressions of dysfunction (pp. 21–55). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Gresham, F.M., & Nagle, R.J. (1980). Social skills training with children: Responsiveness to modeling and coaching as a function of peer orientation.Journal of Consulting and Clinical Psychology, 18, 718–729.

    Article  Google Scholar 

  • Guay, F., Boivin, M., & Hodges, E.V.E. (1999). Predicting change in academic achievement: A model of peer experiences and self-system processes.Journal of Educational Psychology, 91, 105–115.

    Article  Google Scholar 

  • Hamre, B.K., & Pianta, R.C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade.Child Development, 72, 625–638.

    Article  Google Scholar 

  • Harter, S. (1996). Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescents. In J. Juvonen & K. Wentzel (Eds.),Social motivation: Understanding children’s school adjustment. New York: Cambridge University Press.

    Google Scholar 

  • Hayden, L. (1989).The development of the Relational Provisions Loneliness Questionnaire for Children. Unpublished doctoral dissertation, University of Waterloo, Ontario, Canada.

    Google Scholar 

  • Howes, C. (2000). Social-emtional classroom climate in child care, child-teacher relationships and children’s second grade peer relations.Social Development, 9, 191–204.

    Article  Google Scholar 

  • Howes, C., & Hamilton, C.E. (1992). Children’s relationships with child care teachers: Stability and concordance with parent attachments.Child Development, 63, 867–878.

    Article  Google Scholar 

  • Howes, C., & Hamilton, C.E. (1993). The changing experience of child care: Changes in teachers and in teacher-child relationships and children’s social competence with peers.Early Childhood Research Quarterly, 8, 15–32.

    Article  Google Scholar 

  • Howes, C., Hamilton, C.E., & Matheson, C.C. (1994). Children’s relationships with peers: Differential associations with aspects of the teacher-child relationship.Child Development, 65, 253–263.

    Article  Google Scholar 

  • Hoza, B., Bukowski, W.M., & Beery, S. (2000). Assessing peer network and dyadic loneliness.Journal of Clinical Child Psychology, 29, 119–128.

    Article  Google Scholar 

  • Hymel, S., Rubin, K.H., Rowden, L., & LeMare, L. (1990). Children’s peer relationships: Longitudinal prediction of internalizing and externalizing problems from middle to late childhood.Child Development, 61, 2004–2021.

    Google Scholar 

  • Hymel, S., Tarulli, D., Hayden Thomson, L., & Terrell-Deutsch, B. (1999). Loneliness through the eyes of children. In K.J. Rotenberg, & S. Hymel (Eds.),Loneliness in childhood and adolescence (pp. 80–106). Cambridge, MA: Cambridge University Press.

    Google Scholar 

  • Juvonen, J., Nishina, A., & Graham, S. (2000). Peer harassment, psychological adjustment, and school functioning in early adolescence.Journal of Educational Psychology, 92, 349–359.

    Article  Google Scholar 

  • Kerns, K.A., Klepac, L., & Cole, A.K. (1996). Peer relationships and preadolescents perceptions of security in the child-mother relationship.Developmental Psychology, 32, 457–466.

    Article  Google Scholar 

  • Kirova, A. (2000). Researching young children’s lived experiences of loneliness: Pedagogical implications for linguistically diverse students.Alberta Journal of Educational Research, 46, 99–116.

    Google Scholar 

  • Kirova, A. (2001). Loneliness in immigrant children: Implications for classroom practice.Childhood Education, 77, 260–267.

    Google Scholar 

  • Kochenderfer, B.J., & Ladd, G.W. (1996a). Peer victimization: Cause or consequence of school maladjustment?Child Development, 67, 1305–1317.

    Article  Google Scholar 

  • Kochenderfer, B.J., & Ladd, G.W. (1996b). Peer victimization: Manifestations and relations to school adjustment in kindergarten.Journal of School Psychology, 34, 267–283.

    Article  Google Scholar 

  • Kochenderfer-Ladd, B.J., & Wardrop, J.L. (2001). Chronicity and instability of children’s peer victimization experiences as predictors of loneliness and social dissatisfaction trajectories.Child Development, 72, 134–151.

    Article  Google Scholar 

  • Koenig, L.J., & Abrams, R.F. (1999). Adolescent loneliness and adjustment: A focus on gender differences. In K.J. Rotenberg & S. Hymel (Eds.),Loneliness in childhood and adolescence (pp. 296–322). Cambridge, MA: Cambridge University Press.

    Google Scholar 

  • Ladd, G.W. (1981). Effectiveness of a social learning method for enhancing children’s social interaction and peer acceptance.Child Development, 52, 171–178.

    Article  Google Scholar 

  • Ladd, G.W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children’s early school adjustment?Child Development, 61, 108–1100.

    Article  Google Scholar 

  • Ladd, G.W., & Burgess, K.B. (1999). Charting the relationship trajectories of aggressive, withdrawn, and aggressive/withdrawn children during early grade school.Child Development, 70, 910–929.

    Article  Google Scholar 

  • Ladd, G.W., & Mars, K.T. (1986). Reliability and validity of preschoolers’ perceptions of peer behavior.Journal of Clinical Child Psychology, 15, 16–25.

    Article  Google Scholar 

  • Ladd, G.W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the development of children psychological adjustment problems.Child Development, 74, 1344–1367.

    Article  Google Scholar 

  • Ladd, G.W., Kochenderfer, B.J., & Coleman, C.C. (1996). Friendship quality as a predictor of young children’s early school adjustment.Child Development, 67, 1103–1118.

    Article  Google Scholar 

  • Ladd, G.W., Kochenderfer, B.J., & Coleman, C.C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment?Child Development, 68, 1181–1197.

    Google Scholar 

  • LaFreniere, P.J., & Sroufe, A.L. (1985). Profiles of peer competence in the preschool: Interrelations between measures, influence of social ecology, and relation to attachment theory.Developmental Psychology, 21, 56–66.

    Article  Google Scholar 

  • LaGreca, A.M., & Santogrossi, D.A. (1980). Social skills training with elementary school students: A behavioral group approach.Journal of Consulting and Clinical Psychology, 48, 220–227.

    Article  Google Scholar 

  • Larson, R.W. (1999). The uses of loneliness in adolescence. In K.J. Rotenberg & S. Hymel (Eds.),Loneliness in childhood and adolescence (pp. 244–262). New York: Cambridge University Press.

    Google Scholar 

  • Ledingham, J.E., & Younger, A.J. (1985). The influence of the evaluator on assessments of children’s social skills. In B.H. Schneider, K.H. Rubin, & J.E. Ledingham (Eds.),Children’s peer relations: Issues in assessment and intervention (pp. 111–121). New York: Springer-Verlag.

    Google Scholar 

  • Levitt, M.J., Guacci-Franco, N., & Levitt, J.L. (1994). Social support and achievement in childhood and early adolescence: A multicultural study.Journal of Applied Developmental Psychology, 15, 207–222.

    Article  Google Scholar 

  • Luftig, R.L. (1987). Children’s loneliness, perceived ease in making friends and estimated social adequacy: Development and social metacognition.Child Study Journal, 17, 35–53.

    Google Scholar 

  • Lynch, M., & Cicchetti, D. (1992). Maltreated children’s reports of relatedness to their teachers.New Directions for Child Development, 57, 81–108.

    Article  Google Scholar 

  • Marcoen, A., & Goossens, L. (1993). Loneliness, attitude towards loneliness and solitude: Age differences and developmental significance during adolescence. In S. Jackson & H. Rondriguez-Tomé (Eds.),Adolescence and its social worlds (pp. 197–227). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Marcoen, A., Goossens, L., & Caes, P. (1987). Loneliness in pre-through late adolescence: Exploring the contributions of a multidimensional approach.Journal of Youth and Adolescence, 16, 561–577.

    Article  Google Scholar 

  • Margalit, M. (1994).Loneliness among children with special needs: Theory, research, coping, and intervention. New York: Springer-Verlag.

    Google Scholar 

  • Matter, D.E., & Matter, R.M. (1985). Children who are lonely and shy: Action steps for the counselor.Elementary School Guidance and Counseling, 20, 129–135.

    Google Scholar 

  • Meehan, B.T., Hughes, J.N., & Cavell, T.A. (2003). Teacher-student relationships as compensatory resources for aggressive children.Child Development, 74, 1145–1157.

    Article  Google Scholar 

  • Murray, C., & Greenberg, M.T. (2000). Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with and without disabilities.Psychology in the Schools, 38, 25–41.

    Article  Google Scholar 

  • Murray, C., & Murray, K.M. (2004). Child level correlates of teacher-student relationships: An examination of demographic characteristics, academic orientations, and behavioral orientations.Psychology in the Schools, 41, 751–762.

    Article  Google Scholar 

  • Nishina, A., Juvonen, J., & Witkow, M.R. (2005). Sticks and stones may break my bones, but names will make me feel sick: The psychosocial, somatic, and scholastic consequences of peer harassment.Journal of Clinical Child and Adolescent Psychology, 34, 37–48.

    Article  Google Scholar 

  • Oden, S., & Asher, S.R. (1977). Coaching children in social skills for friendship making.Child Development, 48, 495–506.

    Article  Google Scholar 

  • Page, R.M. (1991). Assisting children avoid loneliness and isolation: Perceptions of importance and effectiveness among elementary school teachers.Journal of Instructional Psychology, 18, 69–72.

    Google Scholar 

  • Page, R.M., Scanlan, A., & Deringer, N. (1994). Childhood loneliness and isolation: Implications and strategies for childhood educators.Child Study Journal, 24, 107–118.

    Google Scholar 

  • Parker, J.G., & Asher, S.R. (1993). Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction.Developmental Psychology, 29, 611–621.

    Article  Google Scholar 

  • Parker, J.G., & Seal, J. (1996). Forming, losing, renewing, and replacing friendships: Applying temporal parameters to the assessment of children’s friendship experiences.Child Development, 67, 2248–2268.

    Article  Google Scholar 

  • Parkhurst, J.T., & Hopmeyer, A. (1999). Developmental change in the sources of loneliness in childhood and adolescence: Constructing a theoretical model. In K.J. Rotenberg & S. Hymel (Eds.),Loneliness in childhood and adolescence (pp. 56–79). Cambridge, MA: Cambridge University Press.

    Google Scholar 

  • Pavri, S. (1999). Loneliness in children with disabilities: How teachers can help.Teaching Exceptional Children, 33, 52–58.

    Google Scholar 

  • Peplau, L.A., & Perlman, D. (1982).Loneliness: A sourcebook of current theory, research, and therapy. New York: Wiley.

    Google Scholar 

  • Phares, V., Compas, B.E., & Howell, C.T. (1989). Perspectives on child behavior problems: Comparisons of children’s self-reports with parent and teacher reports.Psychological Assessment, 1, 68–71.

    Article  Google Scholar 

  • Pianta, R.C. (1999).Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.

    Book  Google Scholar 

  • Pianta, R.C., & Steinberg, M.S. (1992). Teacher-child relationships and the process of adjusting to school.New Directions for Child Development, 57, 61–80.

    Article  Google Scholar 

  • Pianta, R.C., Hamre, B., & Stuhlman, M. (2003). Relationships between teachers and children. In W. M. Reynolds & G.E. Miller (Eds.),Handbook of psychology. Vol. 7: Educational psychology (pp. 199–234). New York: Wiley.

    Google Scholar 

  • Pianta, R.C., Steinberg, M.S., & Rollins, K.B. (1995). The first two years of school: Teacher-child relationships and deflections in children’s classroom adjustment.Development and Psychopathology, 7, 295–312.

    Article  Google Scholar 

  • Qualter, P. (2003). Loneliness in children and adolescents: What do schools and teachers need to know and how can they help?Pastoral Care in Education, 21, 10–18.

    Article  Google Scholar 

  • Qualter, P., & Munn, P. (2002). The separateness of social and emotional loneliness in childhood.Journal of Child Psychology and Psychiatry, 43, 233–244.

    Article  Google Scholar 

  • Qualter, P., & Munn, P. (2005). The friendships and play partners of lonely children.Journal of Personal and Social Relationships, 22, 379–397.

    Article  Google Scholar 

  • Quay, L.R. (1992). Personal and family effects on loneliness.Journal of Applied_Developmental Psychology, 13, 97–110.

    Google Scholar 

  • Renshaw, P.D., & Brown, P.J. (1993). Loneliness in middle childhood: Concurrent and longitudinal predictors.Child Development, 64, 1271–1284.

    Article  Google Scholar 

  • Rotenberg, K.J. (1999). Parental antecedents of children’s loneliness. In K.J. Rotenberg, & S. Hymel (Eds.),Loneliness in childhood and adolescence (pp. 176–200). Cambridge, MA: Cambridge University Press.

    Google Scholar 

  • Rotenberg, K.J., & Hymel, S. (Eds.). (1999).Loneliness in childhood and adolescence. Cambridge, MA: Cambridge University Press.

    Google Scholar 

  • Rotenberg, K.J., MacDonald, K.J., & King, E.V. (2004). The relationship between loneliness and interpersonal trust during middle childhood.Journal of Genetic Psychology, 165, 233–249.

    Article  Google Scholar 

  • Rubin, K.H. (1985). Socially withdrawn children: An “at risk” population? In B.H. Schneider, K.H. Rubin, & J.E. Ledingham (Eds.),children’s peer relations: Issues in assessment and intervention (pp. 125–139). New York: Springer-Verlag.

    Google Scholar 

  • Rubin, K.H., & Mills, R.S.L. (1988). The many faces of social isolation in childhood.Journal of Consulting and Clinical Psychology, 56, 916–924.

    Article  Google Scholar 

  • Saxon, J.L. (1996).Distinguishing between the behavioral and affective features of children’s friendships. Unpublished master’s thesis, University of Illinois at Urbana-Champaign.

  • Rubin, K.H., Chen, X., & Hymel, S. (1993). Socioemotional characteristics of withdrawn and aggressive children.Merrill-Palmer Quarterly, 39, 518–534.

    Google Scholar 

  • Rubin, K.H., Hymel, S., & Mills, R.S.L. (1989). Sociability and social withdrawal in childhood: Stability and outcomes.Journal of Personality, 57, 237–255.

    Article  Google Scholar 

  • Solomon, S.M. (2000). Childhood loneliness: Implications and intervention considerations for family therapists.The Family Journal, 8, 161–164.

    Article  Google Scholar 

  • Storr, A. (1988).Solitude: A return to the self. New York: Free Press.

    Google Scholar 

  • Sullivan, H.S. (1953).The interpersonal theory of psychiatry. New York: Norton.

    Google Scholar 

  • Terrell-Deutsch, B. (1999). The conceptualization and measurement of childhood loneliness. In K.J. Rotenberg & S. Hymel (Eds.),Loneliness in childhood and adolescence (pp. 11–33). Cambridge, MA: Cambridge University Press.

    Google Scholar 

  • Weiss, R.L. (1973).Loneliness: The experience of emotional and social isolation. Cambridge: MIT Press.

    Google Scholar 

  • Weiss, R.S. (1974). The provisions of social relationships. In Z. Rubin (Ed.),Doing unto others: Joining, molding, conforming, helping, loving (pp. 17–26). Englewood Cliffs, NJ: Frentice Hall.

    Google Scholar 

  • Wentzel, K.R. (2003). School adjustment. In W.M. Reynolds & G.E. Miller (Eds.),Handbook of psychology. Vol. 7: Educational psychology (pp. 235–258). New York: Wiley.

    Google Scholar 

  • Wentzel, K.R., & Asher, S.R. (1995). The academic lives of neglected, rejected, popular, and controversial children.Child Development, 66, 754–763.

    Article  Google Scholar 

  • Youngblade, L.M., Berlin, L.J., & Belsky, J. (1999). Connections among loneliness, the ability to be alone, and peer relationships in young children. In K.J. Rotenberg & S. Hymel (Eds.),Loneliness in childhood and adolescence (pp. 135–152). Cambridge, MA: Cambridge University Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Special Education and Psychology, Faculty of Primary Education, University of Athens, G. Kolokotroni 33, 11741, Athens, Greece

    Evangelia P. Galanaki & Helen D. Vassilopoulou

Authors
  1. Evangelia P. Galanaki
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Helen D. Vassilopoulou
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Galanaki, E.P., Vassilopoulou, H.D. Teachers and children’s loneliness: A review of the literature and educational implications. Eur J Psychol Educ 22, 455 (2007). https://doi.org/10.1007/BF03173466

Download citation

  • Received:

  • Revised:

  • DOI: https://doi.org/10.1007/BF03173466

Key words

Search

Navigation