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The evolution of “loaded moments” toward escalation or de-escalation in student–teacher interactions

Kennedy, B. L. and Junker, R. (2023) The evolution of “loaded moments” toward escalation or de-escalation in student–teacher interactions. Review of Educational Research, (doi: 10.3102/00346543231202509) (Early Online Publication)

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Abstract

To minimize negative interactions and their impacts, teachers and students must successfully negotiate loaded moments, points in time when two or more parties realize that their needs differ and that they must confront that difference. In this literature review, we synthesize 30 studies, published from 2000 to 2020, that describe the evolution of loaded moments between teachers and students with the goal of identifying and explicating the co-construction of escalation and de-escalation during classroom interactions. We found that macro level social contexts and existing classroom patterns set the scene for the occurrence of a loaded moment. In addition, loaded moments emerge when specific instigating circumstances are co-constructed, which refer to incompatibilities between teacher and student(s). Furthermore, loaded moments (de)escalate, depending on the co-construction of the moment as it progresses, such as through mutual trade-offs, turnings, or refusals. Finally, these co-constructions can result in a specific long-term relationship- and bond-development. Implications of these findings for research concerning student–teacher conflict are discussed.

Item Type:Articles
Status:Early Online Publication
Refereed:Yes
Glasgow Author(s) Enlighten ID:Kennedy, Professor Brianna L.
Authors: Kennedy, B. L., and Junker, R.
College/School:College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
Journal Name:Review of Educational Research
Publisher:SAGE
ISSN:0034-6543
ISSN (Online):1935-1046
Published Online:06 October 2023
Copyright Holders:Copyright © 2023 AERA
First Published:First published in Review of Educational Research 2023
Publisher Policy:Reproduced under a Creative Commons License

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