Educational trends of inclusion and collaboration have led to changing roles of
teachers, including an emphasis on personal support. To provide for social, emotional,
and behavioural needs, teachers may adopt a therapeutic role. Many models for such
support are proposed, with most models including the importance of student-teacher
relationships, a focus on social, emotional, and behavioural development, and direct
instruction of related skills. This study includes 20 interview participants. In addition, 4
of the 20 interview participants also took part in a case study. It examines whether
participants adopt a therapeutic role, their beliefs about student-teacher relationships,
whether they provide interventions in personal issues, and instructed social, emotional,
and behaviour skills. Findings show that teachers adopt an academic role as well as a
therapeutic role, believe student-teacher relationships are important, are approached
about personal issues, and instruct social, emotional, and behavioural skills. Talking and
listening are commonly used to provide support, typically exclusive of formal curricular
goals. The challenges in providing front-line support issues that may be shared within an
established student-teacher relationship are considered. Support in turn for teachers who
choose to provide support for personal issues in the classroom within a therapeutic role
are suggested, including recommendations for support and referral related to specific
social, emotional, or behavioural scenarios that may arise in the school community