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In urban secondary schools where underpreparation and dropping out are real world concerns, students understand that their relationships with teachers affect their learning. Using descriptive coding and thematic analysis of focus group data, we explore adolescents’ perceptions of the bridges that foster and the barriers that inhibit supportive relationships with teachers, and the boundary expectations that function as both. The characteristics of supportive student–teacher relationships identified by youth participants suggest a number of teacher practices capable of meeting adolescents’ developmental needs and, as such, are likely to positively influence adolescents’ developmental and academic trajectories.

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Future measurement strategies should address (1) the structures of emotion socializing processes; (2) diverse socializing agents such as teachers, peers, and administrators; (3) the intended functions of such processes; (4) student perceptions of and responses to such processes; and (5) the complex interactions of these factors across contexts. Strategies attending to these components will permit future studies of school-based emotion socializing processes to determine how they enhance health and reduce health risks.