Teacher-Student Relationships: Impact of Positive Behavioral Interventions and Supports

Oct 15, 2026

Uploaded by Aran

The study investigates how caring student-teacher relationships facilitate positive student behavior and how such behavior changes during relationship building. It uses school children in grades K–8 in the USA and measures relationships with a standardized instrument before and after a two-week positive behavioral intervention and supports strategy. Participants include first-year classroom teachers and experienced teachers (5+ years) to detect significant pre/post differences and variation by student performance profiles.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Research Question

Impact of Teacher-Student Relationships

Student Discipline and Classroom Management

Teacher-Student Relationships: Impact of Positive Behavioral Interventions and Supports By Rene Martinez∗ & Mervyn Wighting ± The purpose of this study was to investigate how caring student-teacher relationships facilitate positive student behavior. Additionally, it examined the effect of student behavior when building positive student-teacher relationships. Previous research by the authors determined that when teachers build relationships with children it is one of the most effective strategies to impact student learning. A secondary implication identified by the participants and their administrators in that study was that building relationships can create a positive classroom environment resulting in fewer discipline disruptions. This current study was conducted to measure the relationships between school children, in grades K-8 in the USA, and their teachers using a standardized instrument before and after a two-week implementation of a positive behavioral intervention and supports strategy to determine if there are any significant differences. The participants involved in this study are comprised of classroom teachers in their first year of teaching, and experienced classroom teachers (5+ years). Keywords: teacher preparation, teacher-student relationships, positive behavior support interventions Introduction As many educators have attested, when teachers build relationships with students it is one of the most effective strategies to impact student learning. Positive teacher-student relationships have “long been considered a foundational aspect of a positive school experience” (Brophy, 1988). When teacher-student relationships improve, classroom behavior is positively impacted. In contrast, when students and teachers have conflict and negative interactions, there is a greater risk of behavior problems. Research has shown the importance of teacherstudent relationships, but there are few studies that share how intentionally implementing a positive behavioral support intervention can help build teacherstudent relationships in the classroom. Teachers face increasingly more demands and challenges in the classroom. Strong teacher-student relationships are considered to be the essential element in academic engagement and student motivation (Jerome, Hamre, & Pianta, 2008; Roorda et al., 2017; Wentzel & Miele, 2016). This paper aims to explore whether there are differences in teacher-student relationships after implementing a twoweek positive behavioral support intervention. Additionally, teachers shared their perceptions of the effects of this two-week intervention. The research study investigated differences between the pre-and post-survey; the positive behavioral ∗Adjunct Professor, Regent University, USA. ±Professor, Regent University, USA. support intervention chosen to be implemented; as well as differences in teacherstudent relationships among students that are excelling, students that are struggling, and students that are neither excelling nor struggling. This may be an important step in determining the ways teachers can build relationships and the time commitment needed to build teacher-student relationships. Research Question Are there any significant differences in teacher-student relationships when a teacher implements a positive behavioral intervention support strategy? Impact of Teacher-Student Relationships Classrooms are complex social systems, and student-teacher relationships and interactions can also be complex. Pianta, Hamre, and Allen (2012) posit that the nature and quality of relationship interactions between teachers and students are fundamental to understanding student engagement, can be assessed through standardized observation methods, and can be changed by providing teachers knowledge about developmental processes relevant for classroom interactions and personalized feedback/support about their interactive behaviors and cues. According to Tyler and Boelter (2008), positive tea

FAQs

What is the main purpose of the study on teacher-student relationships?

The study examines how caring student-teacher relationships promote positive student behavior and how student behavior responds when positive relationships are intentionally built.

How was teacher-student relationship change measured in the study?

Relationships were assessed using a standardized instrument before and after a two-week implementation of a positive behavioral intervention and supports strategy.

Who participated in the study and how were students grouped?

Participants were classroom teachers in their first year and experienced teachers (5+ years). The research also considered differences among students who are excelling, struggling, or neither.

Oct 15, 2026

Uploaded by Aran