Perfectionism among students is recognized as a factor that has complex associations with academic performance and well-being. Yet, we know little about how teachers perceive and make sense of it. Consequently, this qualitative study explored teachers’ perspectives on student perfectionism in classroom contexts. A sample of teachers ( n = 26; 84% female) completed semistructured interviews that revealed that teachers are commonly confronted with perfectionism in their classrooms and have complex understandings of its benefits and drawbacks for students. Although teachers acknowledged some benefits of perfectionism, they concentrated primarily on its negative effects. Each theme was assessed for potential differences in perspectives between teachers who self-identified as perfectionists and those who did not. However, no group differences emerged, and as such, all themes can be understood as representing both perfectionistic and nonperfectionistic teachers. Collectively, results support the critical role that teachers can play in understanding perfectionism among students, including how it impacts student learning and well-being.
Molnar et al. (2026) studied this question.