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Abstract

Meaningful student–teacher relationships form a crucial foundation for teachers to deliver effective interventions leading to better outcomes for students with challenging behavior. By implementing simple recommendations for facilitating genuine and intentional interactions with students and regulating their own emotional responses, teachers can establish, maintain, and reinforce meaningful relationships with students. This article describes and provides school-based examples of recommendations for building and sustaining meaningful student–teacher relationships with students who exhibit challenging behaviors.

Keywords

school/classroom environments school/classroom management student–teacher interactions at-risk populations

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Relationships Matter: The Art of Creating Meaningful Interactions With Students

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