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Research stresses the importance of teacher sensitivity for the development of special needs students, including students with attachment problems. However, little is known about the antecedents of teacher sensitivity. This study investigated associations between teachers' daily negative emotions and teacher sensitivity towards individual students. Data were collected from 71 teacher-student dyads in special education primary schools and included students with mild to severe attachment problems (6 to 10 years old). Teachers reported their daily negative activating (e.g. anger) and deactivating (e.g. sadness) emotions in relation to individual students during a three-week period. Teacher sensitivity was observed in interaction with the target student in a cognitively-challenging and an emotionallychallenging task. Teachers' higher but decreasing negative activating emotions were associated with higher levels of observed teacher sensitivity in the cognitivelychallenging task. In addition, heightened levels of negative deactivating emotions were associated with lower levels of observed teacher sensitivity but only in the emotionally-challenging task.

To understand and support teacher-student interactions, there is a need for research on teachers' daily emotions in interactions with students. Therefore, this study investigated the development of teachers' negative emotions in interactions with individual students with attachment problems. Using a 3-week diary study, data were collected from 71 teacherstudent dyads in special education schools for students with emotional and behavioral disorders. Overall, the development of both activating (e.g., anger) and deactivating (e.g., helplessness) negative emotions was low and stable over time. Teachers with high selfefficacy and teachers with a high supportive teaching style were less likely to experience (variability in) negative emotions. Student maladjustment and teachers' depersonalization attitudes were positively associated with more activating negative emotions. Beginning teachers reported more deactivating negative emotions. The study highlights the need of (emotion-focused) interventions for teachers to promote positive interactions between teachers and individual students.

Relationships with children with special educational needs can be emotionally challenging for teachers and conflicts may negatively impact both children and teachers. Beginning teachers in particular may struggle with negative teacher-child relationships and the emotions these invoke. A first step in coping with relationship difficulties with specific children is increasing the teacher’s awareness and understanding of relational themes and emotions in the relationship with that specific child. Therefore, this multiple case intervention study examined the effects of LLInC (Leerkracht Leerling Interactie Coaching in Dutch, or: Teacher Student Interaction Coaching) in a sample of six student teachers in their final internship. LLInC is a relationship-focused coaching program using narrative interview techniques to facilitate in-depth reflection on teacher-child relationships. The intervention aims to foster teachers’ awareness of (negative) internalized emotions and beliefs in order to improve closeness and positive affect, and to reduce conflict and negative affect in teacher-child relationships. Participants repeatedly reported on their perceptions of the teacher-child relationship and on emotions in relation to a specific child before and after the LLInC intervention, which consisted of two one-on-one sessions with a coach. Visual between- and within-phases analyses revealed differential intervention effects across teachers on the development of teacher-child relationship quality and relationship emotions. For all teachers, except for one, positive effects were found on feelings of joy and perceptions of closeness. Preventive effects (i.e., stopping downward trends) were more often observed for competence-based and relationship-based emotions and perceptions (competence, commitment, closeness) than for basic emotions (joy, anger, worry). Although further research is needed, the results highlight the potential of LLInC in influencing pre-service teachers’ child-specific emotions and relationship perceptions. Directions for future research and implications for teacher education are discussed.