Factors strengthening teacher–student educational interactions in Upper Secondary Education: a documentary review based on the CLASS model
DOI:
https://doi.org/10.71112/hrx0z589Keywords:
educational interactions, upper secondary education, emotional support, instructional support, CLASSAbstract
Teacher–student educational interactions are a central component of educational quality, particularly in upper secondary education, where increasing academic demands intersect with socioemotional development processes. This article aims to identify and analyze, based on specialized scientific literature, the factors that strengthen these interactions at this educational level. A documentary review with systematic criteria was conducted, integrating empirical studies, meta-analyses, and relevant institutional reports. The analysis was organized using the Classroom Assessment Scoring System (CLASS) model, which structures interaction quality into three domains: emotional support, classroom organization, and instructional support. The results indicate that these domains operate interdependently and that their articulation is associated with higher levels of school engagement, deep learning, and educational persistence. Implications for teaching practice and educational policy are discussed, with a focus on upper secondary education.
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