Forming and Sustaining High-Quality Student–Teacher Relationships to Reduce Minor Behavioral Incidents

Abstract

The quality of the relationship that develops between a student and teacher has been connected to pivotal instructional and behavioral outcomes for students. The student–teacher relationship can specifically be harnessed to reduce minor behavioral infractions. However, it is an element of the learning environment that is often overlooked. This article outlines the importance of the student–teacher relationship and provides specific strategies gleaned from the existing literature that teachers could implement in their daily instruction to improve the quality of their relationships with students.