Brief teacher training improves student behavior and student–teacher relationships in middle school.

Abstract

Despite research demonstrating the importance of student–teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR aims to enhance teachers’ skills in cultivating relationships with students and involves brief training (3 hr) and ongoing implementation supports. In a randomized controlled trial, 20 teachers and 190 students were assigned to EMR or control. Observers rated academically engaged time and disruptive behavior, and teachers reported on relationship quality. Multilevel models showed that EMR resulted in significant improvements in student–teacher relationships (Hedge’s g = .61, 95% CI [0.21, 1.02]), academically engaged time (g = .81, 95% CI [0.01, 1.63]), and disruptive behavior (g = 1.07, 95% CI [0.01, 2.16]). Results indicate potential promise for EMR.

Migrant adolescents’ behavioral problems compared to host adolescents and adolescents in their region of origin: a longitudinal study

“…We explored student-teacher relationships relative to adolescent behavioral problems and found that better relationships with teachers correlated with fewer behavioral problems both at W1 and 2 years later at W2. Our results are consistent with previous findings on this relationship [ 50 – 52 ]. It may be that students consider relationships with teachers to be as important as family ties and support [ 53 ].…”

Moving away from disproportionate exclusionary discipline: developing and utilizing a continuum of preventative and instructional supports

“…A teacher's capacity to build relationships can be supported through establishing a safe classroom environment in which students learn how to be respectful and kind to one another. Positive classroom culture is strongly grounded in respectful relationships and student engagement allowing each child an environment of care, calm, support, and respect where they will succeed (Duong et al, 2019;Patrick, Turner, Meyer, & Midgley, 2003).…”

“…Teachers' ability to build relationships with students extends past their own personal approaches and hinges on the individual relationships students build with each other. This creation of a safe classroom environment must be facilitated and nurtured by the teacher (Duong et al, 2019). Students need opportunities to get to know one another, learn how to be respectful and kind, and practice interacting in a classroom full of diverse thoughts, backgrounds, and individuals.…”

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

“…This article provides strategies intended to initially cultivate, maintain, or repair the student–teacher relationship. This conceptualization of the student–teacher relationship was originally outlined by Duong et al (2018) as well as Cook et al (2018).…”