Relational Competence in Educating Adolescent Girls with Neurodevelopmental Disorders: Perspectives of Students and Teachers

The quality of teacher–student relationships is critical for students with neurodevelopmental disorders (NDDs), who often struggle with social interaction and emotional regulation. However, research on how students with NDDs perceive their teachers’ relational competence remains scarce, particularly that regarding female students. To address this gap, this qualitative study examines teachers’ relational competence from the perspectives of adolescent girls with NDDs (n = 6) and their teachers (n = 5) in special education schools. Thematic analysis of semi-structured interviews identified two key dimensions of relational competence: the Understanding Teacher, who validates students’ individual needs and balances encouragement with emotional support; and the Personal Teacher, who fosters supportive relationships through personal, sensitive, and
informal interactions. These findings reinforce and expand prior research by highlighting relational competence as a protective factor that enhances participation, well-being, and learning among students with NDDs. This study also identifies educational challenges for girls with NDDs, including a tendency to use masking strategies, which suggests a greater need for personalized teacher support. This study holds implications for pedagogical practice.