Teachers are often viewed as being primarily responsible for the quality of their classroom environment and teaching practices. Yet, the aggregate skills and competencies of children within classrooms may affect teachers’ ability to engage in emotionally and instructionally supportive interactions and maintain an organized classroom. The objectives of this study were to (1) identify common types of classrooms based on children’s academic and social-emotional competencies, and (2) examine the relation between classroom compositional profiles and the observed quality of classroom interactions across three domains, while accounting for the quality of interactions in teachers’ classrooms assessed during the prior school year. Participants included 117 third-grade teachers and their 1803 children from 53 urban public elementary schools, in the United States, composed of mostly Black and Latinx children from low-socioeconomic backgrounds. Data were collected as part of a randomized-controlled trial of a social-emotional learning intervention and included assessments of children’s English language arts test scores, social competence, aggressive behaviors, depression, and anxiety, and the observed quality of classroom-level emotional support, classroom organization, and instructional support. Latent profile analysis revealed three distinct profiles: (1) academically and behaviorally high-risk classrooms (9%), (2) academically and emotionally at-risk classrooms (48%), and (3) academically and behaviorally low-risk classrooms (43%). Classrooms in the high-risk profile had significantly lower levels of emotional support, classroom organization, and instructional support, while accounting for teachers’ prior year interactional quality and a set of key teacher and classroom demographic and compositional covariates. Implications for teacher accountability and school tracking practices within high-needs urban public schools are discussed.

通常，教师被认为是对其课堂环境和教学实践的质量负主要责任。然而，教室中儿童的综合技能和能力可能会影响教师进行情感和教学支持性互动并维持有组织的教室的能力。这项研究的目的是（1）根据儿童的学历来确定常见的教室类型 以及社交情感能力，以及（2）考察课堂构成概况与跨三个领域观察到的课堂互动质量之间的关系，同时考虑上一学年评估的教师课堂互动质量。参加者包括来自美国53所城市公立小学的117位三年级老师及其1803个孩子，其中大多数是来自低社会经济背景的黑人和拉丁裔儿童。数据收集是一项针对社会情感学习干预的随机对照试验的一部分，其中包括对儿童英语艺术测试成绩，社交能力，攻击行为，抑郁和焦虑的评估，以及观察到的课堂情感支持质量，教室组织，和教学支持。潜在特征分析显示了三个不同的特征：（1）在学术和行为上处于高风险的教室（9％），（2）在学术和情绪上处于高风险的教室（48％），以及（3）在学术和行为上处于低风险的教室（ 43％）。高风险情景中的教室在情感支持，教室组织和教学支持方面的水平明显较低，同时考虑了教师上一年的互动质量以及一组关键的教师和教室人口统计学和构成协变量。讨论了在高度需要的城市公立学校中教师问责制和学校跟踪做法的含义。（3）在学术和行为上属于低风险的教室（43％）。高风险情景中的教室在情感支持，教室组织和教学支持方面的水平明显较低，同时考虑了教师上一年的互动质量以及一组关键的教师和教室人口统计学和构成协变量。讨论了在高度需要的城市公立学校中教师问责制和学校跟踪做法的含义。（3）在学术和行为上属于低风险的教室（43％）。高风险情景中的教室在情感支持，教室组织和教学支持方面的水平明显较低，同时考虑了教师上一年的互动质量以及一组关键的教师和教室人口统计学和构成协变量。讨论了在高度需要的城市公立学校中教师问责制和学校跟踪做法的含义。