Positive Relationships in the Classroom

Advocates of evidence-based education argue that students who have positive relationships with their teachers are more likely behave and academically perform well in school as these relationships shape the way children think and act. Aligned with principles of attachment theory (Ainsworth, 1982; Bowlby, 1969), positive teacher-student relationships enable students to feel safe and secure in their learning environments and provide scaffolding for important social and academic skills (Baker, 2008; O’Connor, Dearing, & Collins, 2011; Silver, Measelle, Armstron, & Essex, 2005). In this study, I examine how to facilitate positive teacher-student relationships and how having these relationships affects students’ behavior and academic performance. Educators will benefit from this study as the findings point to ways in which teachers can support students academically and behaviorally.