A qualitative study of fairness perceptions in the classroom among students and teachers

Perceptions of unfairness can stem from various viewpoints. This qualitative study explored how teachers and students judge their experiences at school from the perspective of fairness. We conducted semistructured interviews with 19 teachers and 22 students in different regions of China and found that the merit-based principle was generally recognized by both teachers and students, particularly in the area of resource distribution. Disagreements emerged between the groups, however, in relation to punishment and teacher–student interactions. Teachers’ preference for a consequentialist solution that encourages normative behavior diverged from students’ desire for those who deviate from behavioral norms to face consequences. Furthermore, teachers often neglected students’ emotional support needs by emphasizing individual agency and the triage mode of interaction. Implications of the findings are discussed.