The relationships and boundaries between the teaching role and other professional roles

Last Updated on 29/08/2023 by James Barron


As educators, teachers hold a significant role in shaping the minds and futures of their students. However, within the dynamic world of education, it is essential for teachers to establish and maintain clear boundaries to ensure a professional and ethical relationship with their students and colleagues. This article explores the importance of delineating the boundaries between the teaching role and other professional roles, emphasising the concept of “professional distance” and the necessity of recognising the limits of the teaching role. Additionally, we delve into the crucial aspect of referring students to appropriate professionals when faced with issues beyond the scope of education, and the responsibility of safeguarding the welfare of students in distressing situations. By understanding and implementing these boundaries, teachers can foster a safe, supportive, and effective learning environment that encourages growth and success for all learners.

The Concept of Professional Distance

In the context of education, the concept of “professional distance” plays a vital role in maintaining clear boundaries between teachers and students. As emphasised by Gould and Roffey-Barentsen (2014), teachers must be mindful of preserving a degree of professional distance to prevent any blurring of lines between their personal lives and their roles as educators. This section delves into the importance of professional distance and its impact on fostering a healthy and effective learning environment.

Recognising the Limits of the Teaching Role

Teaching is a multifaceted profession that comes with a wide range of responsibilities. However, teachers must also acknowledge that they cannot be expected to address every issue or query that students may have. Gravells (2014) highlights the significance of understanding the limitations of the teaching role and being able to refer students to appropriate professionals when necessary. This section explores the necessity of recognising these boundaries and the potential consequences of offering advice beyond one’s expertise.

Referring Students to the Right Professionals

When students face challenging or sensitive issues that fall beyond the scope of the teaching role, it becomes essential for educators to know the most suitable department or professional to refer them to for appropriate support and guidance. This section emphasises the significance of being aware of available resources and ensuring that students receive the necessary assistance from experts who are well-equipped to handle such matters.

Safeguarding the Welfare of Students

In some situations, teachers may encounter distressing or alarming circumstances related to the well-being of their students. Safeguarding the welfare of students becomes a paramount responsibility in such cases. This section discusses the importance of reporting incidents and involving appropriate safeguarding teams to ensure the safety and well-being of students.


By implementing these strategies and maintaining clear boundaries, teachers can establish a professional and ethical relationship with their students and colleagues, creating a safe, supportive, and effective learning environment.


Please explain how the teaching role involves working with other professionals.

The teaching role involves collaborating with various professionals to create a comprehensive learning experience for students. Teachers often work with school administrators, counsellors, and special education instructors to address individual student needs and provide support. Additionally, teachers may liaise with parents, community organisations, and other educational professionals to foster a well-rounded and inclusive learning environment.

Why are boundaries important in teaching?

Boundaries ensure a professional relationship with students and colleagues, creating a safe learning environment.

What is “professional distance” in teaching?

It is maintaining separation between personal and professional lives, in order to avoid inappropriate interactions with students.

What should teachers do when they recognise the limits of their role?

Teachers should refer students to specialists when faced with issues beyond their expertise.

When should teachers refer students to other professionals?

For complex issues like mental health, family problems, or bereavement.

What are teachers’ responsibilities in safeguarding students?

Reporting distressing situations and involving safeguarding teams for students’ safety.

Can being overly supportive cause issues for teachers?

Yes, if it involves providing advice outside their expertise.

How can teachers balance approachability with boundaries?

Set clear expectations, communicate role limitations, and provide information about available resources.

Further reading

Author Profile

James Barron
My first experience of teaching was in 2016, when I was asked to
deliver a talk to a group of 16-year-olds on what it was like to start
your own business. I immediately knew I wanted to become more
involved in teaching but I didn’t know where to start as I had not
previously considered a career in education. A few weeks later I
agreed to teach a class of Chinese students from the Shanghai
Technical Institute of Electronics and Information, who had travelled
to the UK to learn English and Software Engineering, after that I was
hooked. Within the next few years, I taught hundreds of students of
many different nationalities, aged from 16 to 60, and from
levels 2 to 6. I focused my time teaching with Bath University and
Bath College for several more years until I felt a change was in order.
For the last few years, I have taught remotely with several private
training organisations, provided dedicated one to one coaching
sessions, provided consultancy on teaching and assessment practices
and written about my experiences as a teacher. I plan to continue
with my current activities for the foreseeable future but I’m always
open to new teaching experiences.

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