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Abstract
The aim of the present qualitative interview study was to explore how teachers working at an alternative education setting serving students with emotional and behavioral disorders (EBD) build relationships with their students. In-depth interviews with five instructors resulted in the development of seven interrelated themes concerning the key attitudes, process, context, and outcomes associated with developing quality relationships with students with EBD. The authors present and thoroughly describe each of these themes. They then discuss how the study adds to the limited knowledge about the student teacher relationship for students with EBD and how practitioners working with this population of students can use this knowledge. Finally, they address what next steps are needed to improve this influential aspect of the learning environment for these students.
Correction Statement
This article has been republished with minor changes. These changes do not impact the academic content of the article.
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Notes on contributors
Alana M. Kennedy
Alana M. Kennedy is a school psychologist and doctoral candidate in the Special Education program at the University of Cincinnati. Her research interests include the student-teacher relationship and school-based supports for students with EBD.
Todd Haydon
Todd Haydon is a professor at the University of Cincinnati. His current research interests are effective teaching practices, students with behavioral disorders, and mental health supports for students with Autism
Vicki L. Plano Clark
Vicki L. Plano Clark is a professor of research methods at the University of Cincinnati. She studies, teaches, consults, and writes about methodological issues associated with the adoption and use of mixed methods research