Alba Couso Losada
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Alba Couso Losada has a total of 4 co-authors. Here are the top co-authors by number of shared publications:
- Amaia Halty
Comillas University, Family Institute, Madrid, Spain.
1 shared publication - Ana Berástegui
University Institute of Family Studies Comillas Pontifical University Madrid Spain
1 shared publication - Antonio Milá Roa
Instituto Universitario de la Familia (IUF), Universidad Pontificia Comillas, Madrid, Spain
1 shared publication - Giulia Di Lisio
Instituto Universitario de la Familia (IUF), Universidad Pontificia Comillas, Madrid, Spain
1 shared publication
Latest Publications
- Top Cited PapersOpen Access
- 16 July 2025
- Published by Springer Nature in Social Psychology of Education
- Vol. 28 (1) , 1-29
The longitudinal associations between teacher-student relationships and school outcomes in typical and vulnerable student populations: a systematic review
This systematic review examines the teacher-student relationship (TSR) from an attachment perspective and explores its impact on academic (dis)engagement, (under)achievement and Early School Leaving (ESL) over time. It addresses two objectives: (1) examining the longitudinal influence of TSR on academic outcomes and (2) assessing its effect on vulnerable student populations, including those facing Social Vulnerabilities (e.g., students from ethnic minorities, migrant backgrounds, or living in low socioeconomic conditions), Special Needs (e.g., disabilities or learning difficulties), and Mental Health issues. Additionally, the review considers how individual characteristics such as gender may shape the quality and impact of TSRs. A total of 37 longitudinal studies from ERIC, Academic Search Complete, Scopus and Web of Science were analyzed, using the PRISMA guidelines to ensure transparency and replicability. The results revealed significant associations between the quality of TSR and academic (dis)engagement over time, with smaller effects on academic (under)achievement. Mixed results were found regarding gender. Students from low socioeconomic status, minority backgrounds, and those with mental health challenges experienced poorer TSR, which in turn led to poorer academic outcomes in the long run. For Special Needs students, positive TSRs supported behavioral engagement and academic achievement, while poor relationships were linked to increased conflict and risk of disengagement. The review underscores the importance of supportive and responsive teacher-student interaction in fostering a conducive learning environment over time, especially for vulnerable students. Additionally, it suggests that enhancing TSR quality can act as a protective factor against disengagement and underachievement, thereby reducing the risk of ESL. These findings highlight the need for targeted interventions to improve TSRs, particularly for students at higher risk of educational exclusion. Overall, the study provides a comprehensive understanding of how TSRs influence various academic outcomes over time, offering valuable recommendations for educators and policymakers to support vulnerable student populations.
- 16 July 2025
- Published by Springer Nature in Social Psychology of Education
- Vol. 28 (1) , 1-29
Top Cited PapersOpen AccessThe longitudinal associations between teacher-student relationships and school outcomes in typical and vulnerable student populations: a systematic review
This systematic review examines the teacher-student relationship (TSR) from an attachment perspective and explores its impact on academic (dis)engagement, (under)achievement and Early School Leaving (ESL) over time. It addresses two objectives: (1) examining the longitudinal influence of TSR on academic outcomes and (2) assessing its effect on vulnerable student populations, including those facing Social Vulnerabilities (e.g., students from ethnic minorities, migrant backgrounds, or living in low socioeconomic conditions), Special Needs (e.g., disabilities or learning difficulties), and Mental Health issues. Additionally, the review considers how individual characteristics such as gender may shape the quality and impact of TSRs. A total of 37 longitudinal studies from ERIC, Academic Search Complete, Scopus and Web of Science were analyzed, using the PRISMA guidelines to ensure transparency and replicability. The results revealed significant associations between the quality of TSR and academic (dis)engagement over time, with smaller effects on academic (under)achievement. Mixed results were found regarding gender. Students from low socioeconomic status, minority backgrounds, and those with mental health challenges experienced poorer TSR, which in turn led to poorer academic outcomes in the long run. For Special Needs students, positive TSRs supported behavioral engagement and academic achievement, while poor relationships were linked to increased conflict and risk of disengagement. The review underscores the importance of supportive and responsive teacher-student interaction in fostering a conducive learning environment over time, especially for vulnerable students. Additionally, it suggests that enhancing TSR quality can act as a protective factor against disengagement and underachievement, thereby reducing the risk of ESL. These findings highlight the need for targeted interventions to improve TSRs, particularly for students at higher risk of educational exclusion. Overall, the study provides a comprehensive understanding of how TSRs influence various academic outcomes over time, offering valuable recommendations for educators and policymakers to support vulnerable student populations.