![Sample our Behavioral Sciences journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/110801/TOC-Subject-Sample-2021-Behavioral-Sciences.jpg"})
Abstract
Strong teacher–student relationships have long been considered a foundational aspect of a positive school experience. The aim of the current study was to evaluate the effects of the establish–maintain–restore (EMR) method for improving teacher–student relationships and students’ classroom behavior while providing elementary teachers with structured professional development and follow-up support. A matched randomized design with a sample of fourth- and fifth-grade teachers and students was used to investigate whether the EMR method produced significant improvements in teacher–student relationships and student outcomes using hierarchical linear modeling to account for nesting at the classroom level. Results indicated that the EMR method was associated with significant improvements in teacher-reported teacher–student relationships as well as improvements in observed indices of students’ classroom behavior (academic engaged time and disruptive behavior). Findings also revealed that teacher-reported changes in teacher–student relationships were significantly associated with moderate changes in student classroom behavior. The implications of this study for school-based universal prevention and directions for future research are discussed.
Additional information
Notes on contributors
Clayton R. Cook
Clayton R. Cook, PhD, is the John W. and Nancy E. Peyton Faculty Fellow in Child and Adolescent Wellbeing and an associate professor in the school psychology program in the Department of Educational Psychology at the University of Minnesota. His research interests focus on the development, evaluation, and implementation of evidence-based practices that promote student social, emotional, and behavioral outcomes.
Susanna Coco
Susanna Coco, PhD, is a school psychologist and licensed psychologist who works at the Evidence-Based Treatment Centers in Seattle, Washington. She has broad experience helping children, adolescents, and families overcome social, emotional, and behavioral challenges.
Yanchen Zhang
Yanchen Zhang, MEd, is a doctoral candidate in the school psychology program, University of Minnesota. His research interests focus on approaching implementation science from the perspectives of social psychology, cross-culture collaboration, and technology innovation to translate evidence-based practices into schools.
Aria E. Fiat
Aria E. Fiat, BA, is a graduate student in the school psychology doctoral program at the University of Minnesota. Her research is centered on the design and implementation of school-based interventions to promote resilience among students and educators in economically disadvantaged settings.
Mylien T. Duong
Mylien T. Duong, PhD, is an acting assistant professor in the Department of Psychiatry and Behavioral Sciences at the University of Washington. Her research focuses on the development empirically supported interventions that are responsive to the needs of ethnic and economic minority youth.
Tyler L. Renshaw
Anna C. Long, PhD, is an assistant professor in the school psychology program at Louisiana State University. Her broad research aims to help address the research–practice gap and promote access to high-quality educational and behavioral health practices for all students.
Anna C. Long
Tyler L. Renshaw, PhD, is an assistant professor in the school psychology program within the Department of Psychology at Utah State University. His research interests are broadly focused on developing and validating measurement and intervention methods for promoting well-being and mental health in schools.
Sophia Frank
Sophia Frank, MEd, is a doctoral candidate in the school psychology program at the University of Minnesota. Her research focuses on enhancing capacity within schools and other child-serving settings to meet the needs of students who have been exposed to trauma.