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This qualitative study examines teachers’ perspectives on students’ needs, how teachers come to understand those needs, and how this understanding shapes classroom practice. Findings indicate teachers are especially attuned to the emotional domain, viewing other student needs through an emotional lens. Teachers also use emotion to connect, support development via personal relationships, safe learning spaces, and care, with awareness shaped by personal history and experience.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-perceptions-of-student-developmental-needs-its-all-emotional-article-4/594028/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-perceptions-of-student-developmental-needs-its-all-emotional-article-4/594028.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study aim to explore about teachers and student needs?","Question",{"text":112,"@type":113},"It explores teachers’ perspectives on students’ needs, how teachers understand those needs, and how that understanding informs classroom practices for attending to those needs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the findings describe teachers’ focus on different developmental domains?",{"text":117,"@type":113},"Teachers are described as more attuned to the emotional domain, interpreting a range of student needs through an emotional lens.",{"name":119,"@type":110,"acceptedAnswer":120},"What implications does the study discuss for teacher preparation programs?",{"text":121,"@type":113},"It discusses the need for greater focus in preparation programs to better ready teachers to address students’ emotion-related needs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594028,1792188658,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 9 | Article 4 |\n| --- | --- |\n| 2021\u003Cbr>Teacher Perceptions of Student Developmental Needs: It’s all Emotional\u003Cbr>Elizabeth Hinchcliff none\u003Cbr>Melissa A. Newberry\u003Cbr>Brigham Young University, Provo\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Development Studies Commons, Educational Methods Commons, Educational Psychology Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, and the Secondary Education and Teaching Commons |  |\n\nRecommended Citation  \nHinchcliff, E., & Newberry, M. A. (2021) . Teacher Perceptions of Student Developmental Needs: It’s all Emotional. Australian Journal of Teacher Education, 46(9) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n9.4](http://dx.doi.org/10.14221/ajte.2021v46n9.4)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss9/4](https://ro.ecu.edu.au/ajte/vol46/iss9/4)  \nTeacher Perceptions of Student Developmental Needs: It’s all Emotional  \nElizabeth B. Hinchcliff  \nUnited States  \nMelissa A. Newberry  \nBrigham Young University, United States  \nAbstract: Previous research has suggested that emotional and social developmental domains configure most prominently for adolescents in the classroom. In this qualitative study, we first aimed to explore  \nteachers’perspectives ofstudents ’ needs, then to explore the ways  \nthat teachers came to understand those needs, and how that understanding informed their practice of attending to student needs in the classroom. Findings suggest that teachers, also, are more attuned  \nto the emotional domain, interpreting all needs displayed by students  \nthrough an emotional lens. Additionally, teachers used emotion as an  \nentry point to connect with students and sought to support student  \ndevelopment through attending to personal relationships, creating  \nsafe learning spaces, and showing care for students. Teachers’sources of emotional awareness varied through personal histories and experiences in the profession. Implications for teacher preparation  \nprograms are discussed, including the need for greater focus to  \nprepare teachers for the emotion needs of their students.  \nIntroduction  \nFor students to thrive, environments should support their development. In school, that means providing students with secure, healthy, and age-appropriate classrooms in which to explore, learn, and grow (Yu et al., 2018). They perform best academically when classrooms meet their cultural, developmental, and physiological needs (Eccles & Roeser, 2011) . Additionally, as students advance through the transition years, they are faced with many emotional, social, and cognitive challenges through which they need to be supported and assisted. Teachers are in a position where they can be a support to their students, and to do so they must make judgments about what needs are present in their adolescent classrooms and how best to attend to those needs (Eccles et al., 1993; McDevitt & Ormrod, 2010) . Previous research has determined that adolescent students have preferences for teachers who attend to the social and emotional developmental domains, leading to better relationships between teachers students (J-F et al, 2018) . However, little is known about how teachers cater to the development of their students in terms of the social and emotional developmental domains.  \nThis paper begins by first establishing what is known regarding the developmental domains of adolescence and outlining what research has established regarding those developmental affects for educational settings. We then discuss teacher beliefs and their effects on classroom environments. After outlining the method for data gathering and analysis, we share  \nthe results of this exploration and discuss implications for studen","cbCaimSFf5bACldC","https://ap.wps.com/l/cbCaimSFf5bACldC","pdf",322955,"English","# Abstract\n# Introduction\n# Adolescent Development in Schools\n## Physical Domain in Adolescence\n## Cognitive Considerations During Adolescence","[{\"question\":\"What does the study aim to explore about teachers and student needs?\",\"answer\":\"It explores teachers’ perspectives on students’ needs, how teachers understand those needs, and how that understanding informs classroom practices for attending to those needs.\"},{\"question\":\"How do the findings describe teachers’ focus on different developmental domains?\",\"answer\":\"Teachers are described as more attuned to the emotional domain, interpreting a range of student needs through an emotional lens.\"},{\"question\":\"What implications does the study discuss for teacher preparation programs?\",\"answer\":\"It discusses the need for greater focus in preparation programs to better ready teachers to address students’ emotion-related needs.\"}]","Teacher Perceptions of Student Developmental Needs: It’s all Emotional - Article 4 | PDF",1792078397,48]