Identified phases in the building and maintaining of positive teacher–student relationships

Teacher–student relationships are accepted as influential but the dynamics of those relationships are not well understood, especially with difficult students. A series of interviews were combined with classroom observations and written reflections to understand in what ways a teacher negotiated her relationship with a behaviorally challenging student throughout the school year. Four relationship phases, which are constantly revisited while establishing and maintaining relationships, were identified. Findings indicate that guided reflection and discussion were helpful in the negotiation process. Understandings of how relationships work, the effort required to maintain them and the support necessary for teachers are discussed.