Minimizing Student in Crisis Incidents Through the Cultivation of Positive Teacher-Student Relationships

The purpose of this literature review is to examine the effects of positive teacher-student relationships on reducing challenging behaviors of students with emotional and behavioral disorders as well as “in crisis” occurrences. Teachers are often ill-prepared for managing challenging behaviors as well as supporting the emotional and social needs of students. In order for teachers to support students, they must first increase their own emotional literacy and receive explicit instruction on managing challenging student behaviors. Various social and emotional learning programs exist which focus on building positive teacher-student relationships through the emphasis on a positive culture and climate within a school system