CLASSROOM HIERARCHY, STATUS, AND EQUITY: A SYSTEMATIC REVIEW OF TEACHER-STUDENT INTERACTIONS IN SOCIAL PSYCHOLOGY

Abstract

This systematic research investigated the impact of teacher-student interactions on classroom hierarchy, social status, and educational equity in school settings. A total of 40 peer-reviewed studies published between 2016 and 2025 were chosen using the PRISMA framework from an original pool of 1,050 records. The study found that supportive teacher-student connections significantly improved classroom relationships (85%), student engagement (80%), emotional safety (75%), and classroom involvement (77.5%). Approximately 70% of the studies found a greater sense of belonging among pupils, with 67.5% citing higher academic performance and confidence. The conflictual interactions between teachers and students, on the other hand, increased classroom tension (82.5%), student disengagement (77.5%), behavioural difficulties (72.5%), emotional discomfort (67.5%), and falling academic performance (75%). Furthermore, 75% of the research examined recognized social isolation and peer rejection as significant drivers to classroom inequity. Social emotional learning (SEL) techniques have been shown to improve empathy, emotional regulation, and supportive classroom climates, lowering peer conflict and increasing inclusivity. Teacher student interaction is one of the most important parts of study and it not only affects the learning process but also put greater influence on the mental and physical health of the students. The reviewed studied analysis shows that excellent teacher-student connections and emotionally supportive classroom environments are critical to promoting student well-being, academic success, and educational equity.