During their time in school, students spend time with numerous teachers, all of whom influence their education in various ways. Every teacher presents themself differently, with some being close confidants for their students and others steering away from personal connections to maintain professionalism at all times. But is there a perfect balance between the two extremes? Can teachers find a way to be a support system for their students, while also ensuring that as an instructor, they do not cross any boundaries? At PHS, we want to ensure that both students and staff feel comfortable at all times, but it’s also important to acknowledge the benefits that personal connections between students and teachers can have at our school.

On one hand, it is important for teachers to maintain their professionalism, whether in regard to whole class discussions, office hours, or emails. A teacher’s job is to inform and educate, as well as to cultivate a greater understanding and curiosity among their students; all things that cannot be done if a teacher does not take their job seriously. Maintaining professionalism doesn’t inherently mean that educators must wear a suit and tie to school everyday, but it does mean that students and teachers should, at the most basic level, keep their relationships educational. On the teacher’s part, this entails establishing respect for the students, clarifying the rules and expectations for the the course, and ensuring that the students feel comfortable in class. For the students, maintaining an educational relationship can mean following the teacher’s instructions and staying on task; speaking to the teacher as an educator, not a friend; and reciprocating the same respect that teachers show to students. To put it simply, a teacher shouldn’t become a student’s close friend; it would permanently alter the classroom environment and change the teacher’s treatment of both that student and other students in the class. A close relationship could cause preference or favoritism within the class, harming other students. Such a connection between a teacher and their student can also raise reasonable concerns regarding safety. Teachers nationwide have abused their position of power by reaching out to students as a friend and then proceeding to distort and manipulate their relationship.

Yet, not every teacher is like that. It’s also important to acknowledge how positive such a connection can be. Often when a student has a teacher that they feel comfortable talking to, they go to that teacher for advice. For example, LGBTQ+ students who don’t feel comfortable talking with their parents can use teachers as a source of guidance. In that case, a teacher can be a great person for that student to reach out to. Although on the whole, Princeton is a more accepting environment than many other places in the United States, it is still necessary to understand that many LGBTQ+ students at PHS do not have a supportive family; for these students, having a teacher they can go to for advice or simply act as a listening ear may increase their feeling of self-worth and general happiness. Additionally, if a student has enough trust in their teacher, the student could speak to them about bullying or harassment; teachers can help students out when they have nowhere else to go.

So where does the boundary really lie, and how can both students and teachers find a way to balance out the two ends of this spectrum in a responsible manner? Different methods work for different teachers and schools. Some build a strict appearance in class and then deconstruct said appearance outside of it. Others incorporate both intensity and compassion into their curriculums. Overall, if a student has a teacher they view as a mentor, they know they can trust that person and listen to their advice, but still respect them; this type of relationship allows for both professionalism and a personal connection to coexist. For the people that this type of connection does work for, the balancing act of teacher and confidant is imperative, and the title mentor seems to fit perfectly in between. Although this type of student-teacher relationship might not be ideal in every case, it serves as a midpoint between the two potential extremes, taking advantages from both. At PHS, we should aim to create the most beneficial student-teacher relationships throughout the duration of a student’s high school career, for both parties involved.