CONCEPTUALIZING BOUNDARIES
TEACHER-STUDENT BOUNDARIES
For educators, boundaries refer to purposeful limits we set to bound the actions and behaviors that characterize the way we relate to and carry out our work with students. Teachers are expected to exhibit developmentally appropriate, trauma informed, and culturally responsive behavior at all times during – and often after – the school day. But understanding where boundaries lay, and when and how they may be crossed or violated, can be challenging, especially given the constancy with which teachers are expected to be “on” (e.g., 7-8 hours a day, sometimes longer, usually while interacting with dozens or even hundreds of young people each day).
A helpful typology of boundaries was developed by Aultman, et al. (2009). who identify eleven different types of boundaries that may exist in the educational context (we condense their categories into ten). Belowelow, we build on their work to more clearly define those categories and to offer brief explanations of how they may be understood, and examples of when they may be violated. Every circumstance is different; examples given here are meant to help clarify the nature of the boundary category, and do not necessarily represent a boundary transgression in every instance.
CURRICULAR
Refers to a teacher’s ability to facilitate classroom conversation relevant to their curricular scope and sequence.
Violations of curricular boundaries may include: When lesson plans are easily and often derailed, when a teacher permits or participates in conversations of morally and emotionally charged issues that are outside the scope of the curriculum.
EMOTIONAL
Refers to a teacher’s emotional regulation and maturity.
Examples of violating emotional boundaries may include: a teacher yelling or curses at a student, crying in front of them, and/or showing emotion in a way that puts an emotional burden on students.
RELATIONSHIP
Refers to a teacher’s relationships with students and their families, and with colleagues.
Relationship boundaries may be violated by such behaviors as encouraging a student to call a teacher by their first name, and accepting an invitation to use the vacation home that belongs to a student’s family. Intimate or sexual relationships with current or former students are always a boundary violation, and are often criminal. Sexual or intimate touch of any kind is always a boundary violation. With few exceptions, all touch initiated by the teacher (such as a hug or pat on the arm) may cross a relationship boundary. Hugs initiated by a student may be appropriate, depending on the individual circumstance.
POWER
Refers to a teacher’s power and authority in the classroom and school.
Examples of violating power boundaries include: using authority to harm or embarrass a student, exchanging favors for grades or recommendations, etc., extracting goods or services from a student, allowing students to flout school or classroom rules.
INSTITUTIONAL
Refers to the tacit and explicit policies and practices established by a school or district.
Institutional boundaries are either explicit (i.e., in writing) or tacit (i.e., common practice). Often school norms permit a large degree of flexibility and teacher discretion. Institutional boundaries are violated when explicit policies are ignored, such as driving a student home in a personal vehicle, or leaving the classroom unattended. Many schools also have institutional boundaries related to social media interactions and postings that teachers are expected to adhere to.
FINANCIAL
Refers to the way financial resources are treated and shared.
Financial boundaries may be violated when teachers perform favors, give gifts, or loan money to an individual student or their family.
COMMUNICATION
Refers to the way financial resources are treated and shared.
Communication boundaries may be violated, for instance, when a teacher adopts a sarcastic tone with students, when they divulge intimate personal information, breach a student’s confidentiality, or engage in conversations that are highly personal in nature. They may also be violated by communicating with students on non-school approved outlets, such as social media or personal phones.
TEMPORAL
Refers to the way financial resources are treated and shared.
Communication boundaries may be violated, for instance, when a teacher adopts a sarcastic tone with students, when they divulge intimate personal information, breach a student’s confidentiality, or engage in conversations that are highly personal in nature. They may also be violated by communicating with students on non-school approved outlets, such as social media or personal phones.
SPATIAL
Refers to the way financial resources are treated and shared.
Communication boundaries may be violated, for instance, when a teacher adopts a sarcastic tone with students, when they divulge intimate personal information, breach a student’s confidentiality, or engage in conversations that are highly personal in nature. They may also be violated by communicating with students on non-school approved outlets, such as social media or personal phones.
CULTURAL
Refers to the teachers’ ability to be cognizant of the ways that their interactions with students are mediated by socio- cultural backgrounds.
Cultural boundaries can be violated in obvious ways, such as disrespecting or denigrating the food, customs, or beliefs of others. They may also be violated, often unintentionally, in subtler ways. For example, in some cultures, the act of calling a teacher by their first name is considered disrespectful, and students may be made uncomfortable when invited to do so.
ROLE/POSITION
Refers to teachers’ understanding of the scope of their own role/position in the school.
Role/position boundaries may be violated when teachers advise students about issues, topics, or situations that they do not have the training or positional authority to address.
…healthy boundaries in school between teachers and students, and youth development practitioners and adolescents, are essential. They help students learn how to function with other adults outside the home and create trust in the ability to forge an academic and professional future. Conversely, boundary transgressions can have detrimental effects as the student can feel betrayed and lose a sense of competency and agency. Clinicians often have to deal with the aftermath of traumatic experiences in youth when adults inside or outside the family have abused their position of power, respect, and trust, or have exploited the relationship.
However, it is not only the serious transgressions that matter and have to be prevented, but also the well-meaning minor transgressions, such as inappropriate comments about how a student looks or too much interest in a student’s personal life, that rob the student of his or her autonomy and add confusion to an already confusing period of life.
Bernstein-Yamashiro & Noam (2013) p. 72