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The development of social and emotional competence for children and adolescents occurs in the context of relationships they have with adults and peers. For students with disabilities and those who experience significant behavioral risk, building and sustaining positive relationships with teachers is vital to the development of social competence. In this chapter, we focus on relationships between teachers and students within a developmental framework, examining characteristics of these relationships for children and youth with and without disabilities, and showing how the quality of those relationships can be assessed and improved to foster student engagement in school. The chapter is comprised of three main sections. First, we provide a developmental framework for the development of positive, sustaining relationships with teachers for youth with and without disabilities. Second, we review methods for assessing the quality of those relationships; and third, we describe effective interventions to support sustaining relationships among students with disabilities and their teachers and peers.

In this chapter I address: (a) current perspectives on the teacher–student relationship; (b) assessment issues; and (c) the implications of early student-teacher relationships for school adjustment. While substantial progress has been made on the conceptualization and measurement of the teacher–child relationship construct, it is important to empirically establish the multidimensionality of the construct across the school years. Research that examines the perspectives of both teachers and children is also critically needed in light of growing evidence that the teacher–child relationship is crucial in the early school years. The evidence on the role of the teacher–student relationship on school adjustment indicates that low relational negativity seems to particularly benefit children who present with troubling behaviors early in school. However, the nature of the association between early school adjustment and the teacher–child relationship is far from conclusive. Attention to constructs that represent warmth, closeness, caring, and nurturance is needed for research to explore what aspects of these constructs might serve as buffers against adversity.

The teacher role in the classroom can explain important aspects of the student's school experience. The teacher-student relationship, a central dimension of social capital, influences students' engagement, and the teaching style plays an important role in student outcomes. But there is scarce literature that links teaching styles to teacher-student relationship. This article aims to (1) analyze whether there is a relationship between teaching styles and the type of relationship perceived by students; (2) test whether this relationship is equally strong for any teaching style; and (3) determine the extent to which students' perceptions vary according to their profile.

A structural equation model with four latent variables is estimated: two for the teacher-student relationship (emotional vs educational) and two for the teaching styles (directive vs participative), with information for 21,126 sixth-grade primary-students in 2019 in Spain.

Teacher-student relationships and teaching styles are interconnected. The participative style implies a better relationship. The perceptions of the teacher are heterogeneous, depending on gender (girls perceive clearer than boys) and with the educational background (children from lower educational background perceive both types of teaching styles more clearly).

The analysis is based on the point of view of the addressee of the teacher's work, i.e. the student. It provides a model that can be replicated in any other education system. The latent variables, based on a periodically administered questionnaire, could be estimated with data from diagnostic assessments in other countries, which in turn would allow the formulation of context-specific educational policy proposals that take into account student feedback.

This study examines the construct of respect, its manifestations in teacher-student relationships, and it relationship to ethics of care and sustainable development. The study found that students place a high premium on being respected by their teachers and measure expressions of respect chiefly through the attention received through listening. Students’ perspectives on the quality of the schools’ leadership and the teaching and learning environment were found to be shaped by their assessments of the degree to which they feel respected. In a number bivariate correlations, the study found strong, positive correlations between the variable ‘listening’ and other variables that characterize the teacher-student relationship, in particular respect for teachers and principals and comfort with the teaching and learning environment.

The study makes the case that the act of showing respect is a critical component of the ethics of care and sustainable development. The study recommends that one strategy that teachers and educational administrators should adopt in seeking to strengthen teacher-student relationships, exert positive influence on students’ behaviours and academic performance, and thus ensure the sustainability of healthy social environments is to invest in the creation of organizational cultures and administrative systems and processes that create the avenues through which respect for students can be demonstrably seen.

To support student teachers' well-being and ensure that they flourish during teacher education, it is necessary to examine the relationship between student teachers and their mentors during field experiences. Previous research has identified a connection between the quality of the mentor–mentee relationship and facets of student teachers' well-being. However, to date, this link has been insufficiently corroborated using longitudinal empirical data. This study aims to investigate the impact of mentor–mentee relationship quality on the well-being and flourishing of student teachers.

A cross-lagged panel design with two intervals (six weeks apart) was applied during a 15-week field experience with a sample of 125 German student teachers. Well-being and flourishing were captured using the positive emotions, engagement, relationships, meaning, achievement (PERMA) framework. Relationship quality was assessed by adapting a questionnaire from the field of mentoring in medicine.

Relationship quality at the outset significantly predicted all five PERMA dimensions at the end of the assessment period. The impact of relationship quality was especially strong on the dimensions of relationships (R) and meaning (M). Conversely, the PERMA dimensions (except achievement) did not significantly impact relationship quality.

These results provide longitudinal empirical evidence underlining the beneficial effects of a healthy relationship between mentor and mentee in the field of teacher education. The findings clearly suggest that the relationship quality significantly influences student teachers' well-being and capacity to flourish during practical phases.

The purpose of this study is to explain how the quality of teacher-student relationships and the gap of cognitive styles between teachers and students impact student achievement. The population for the study was comprised of 11 career and technical education (CTE) teachers and 210 CTE students, representing six disciplines within CTE. The study occurred in a suburban high school in western North Carolina. Leader-member Exchange (LMX) theory and Adaption- innovation theory guided the research. Dyadic intensity between teachers and students predicts the quality of teacher-student relationships from both the teacher’s perspective and the student’s perspective. The quality of teacher-student relationships from the teacher’s perspective predicts the quality of teacher-student relationships student’s perspective. Further research is recommended to understand how leader-member exchange manifests in classroom settings and impacts student achievement.

Principal leadership is an important external environmental factor that affects and alleviates teachers' job burnout. The purpose of this paper is to explore the deep internal mechanisms of the influence of principal transformational leadership on teacher job burnout in the context of Chinese teachers.

A cluster sampling method was used to conduct a questionnaire survey on 990 elementary school teachers in 14 primary schools in Beijing. This study uses a structural equation model to analyze the chain intermediary effect of social-emotional competence and the student-teacher relationship between transformational leadership and teachers' job burnout.

The results reveal that transformational leadership has a significant negative predictive effect on teachers' job burnout; this kind of leadership affects teachers' job burnout through a chain intermediary effect of social and emotional competence and student-teacher relationship.

This research has discovered that teacher burnout is the result of the interaction of external environmental and individual internal factors. Transformational leadership, as an external environmental factor, positively predicts the internal social-emotional competence of the teacher, and then the teacher's internal social-emotional competence positively predicts the external student-teacher relationship. Finally, the teacher-student relationship of the external environment negatively predicts the job burnout of internal individual teachers.

Black males often are raised in poverty, exposed to violence and toxic environments that create different levels of trauma that can cause social emotional problems which lead to mental health problems. These problems along with a lack of adequate relationships with teachers can affect their schooling and attainment. No wonder, black males often suffer disproportionately from poor achievement, high suspension, exclusions, and drop-out rates. Young people who struggle in school often lack the social and emotional skills (or “soft skills”) needed to succeed academically, deal with anger, make sound choices, and handle challenging situations constructively, ethically, and manage behaviors that prevent them from being suspended/excluded from school. It does not help that teachers who are often afraid of them, and do not know how to relate to them and lack emotional literacy (EL) themselves. Unfortunately, because of these challenges schools will often place black males in special education classes.

There is a cognitive/non-cognitive divide in education. Most of the school curriculum/pedagogy focus on cognitive aspects of education/learning (e.g., memory-based education) when compared to non-cognitive aspects of learning (social and emotional skills/learning). If our young people are to realize their full potential in our schools, it is crucial we begin educating the “whole child” and increase social and emotional provisions in our schools. It is the cognitive and non-cognitive aspects of learning combined that make young people successful. We need a new educational paradigm/mind shift. After all, educating the whole child makes good sense of course, all learning has an emotional base.

While there has been a proliferation of social and emotional learning programs in schools in recent years, social and emotional learning programs that focus on black males and cultural competence are limited. Therefore, we propose a new framework for social and emotional development/learning model for black males that focus on cultural competence. Our EL/cultural competence model is called teacher empathy, which focuses on relationship black males have with their teachers and therefore focuses on both the pupil/student EL and the teachers. The aim/goal of our model/curriculum is to: improve academic performance, motivate and help both black males and teachers, regulate and manage their behaviors more effectively, and reduce suspensions, exclusions, and drop-outs.

The purpose of this paper is to examine how the skills involved in building therapeutic relationships, especially the therapeutic use of self, in clinical work can transfer in to teaching, making reference to the supporting education theory.

A review of relevant education and health literature was undertaken.

Mental health practitioners’ skills transfer with good effect to the classroom, therefore clinicians who deliver teaching to mental health colleagues can be seen to be highly effective in promoting excellent learning environments. The teacher, and their teaching, needs to be student focused in the same way that the clinician needs to be patient centred to build the best possible relationships to support development and change.

The therapeutic relationship is a fundamental element of mental health work and similarly, the relationships that the teachers develop with students are essential to the promotion of learning environments. However, what creates the teacher-student relationship has been little examined in the literature and this paper suggests that the core elements of the therapeutic relationship, especially therapeutic use of self, transfer to the teaching relationship to impact on learning for mental health staff.

The marketisation of higher education fosters the notion of students as consumers, highlighting the shifting dynamics of student–teacher relationships. This paper aims to contribute to ongoing discussions about students as consumers and their involvement in pedagogical practices. We explore students’ experiences in short-term study abroad (SA) programmes that involve collaborative learning, examining how a consumerism-oriented approach affects students’ perceptions of their pedagogical identities and student–teacher pedagogical relationships.

A qualitative exploratory study was conducted to capture students’ rich and subjective perceptions and experiences. The data were gathered through semi-structured interviews with 15 Chinese undergraduate students who participated in a short-term SA programme at a UK university. Following data translation and transcription, a thematic analysis approach facilitated our exploration.

Chinese students engage in SA programmes as a strategic investment in personal growth and transformation, with their consumer-oriented identity fostering a mutually beneficial relationship with educators and group members. This consumer mindset appears to enhance active student engagement and, to some extent, create reciprocal student–teacher interactions through power sharing and collaborative involvement.

This study presents empirical data exploring the impact of consumer identity on the dynamics of student–teacher relationships in the SA context. It provides recommendations for implementing pedagogical approaches designed to mediate the influence of consumerism on student engagement, particularly in shaping collaborative student–teacher relationships. This study offers insights for future research on the effects of consumerism in higher education within cross-cultural contexts.