High-quality teacher–child relationships provide protective and supportive environments that provide social support for children to engage in curriculum and take risks that result in overall school success (Buyse, Verschueren, & Doumen, 2011; Pianta & Stuhlman, 2004). Teachers have the potential to use their relationship as a tool for helping children succeed in school (Birch & Ladd, 1997). Through training and awareness of specific beliefs, teachers would be more informed about what to focus on as they attempt to establish relationships with young children that support cognitive and emotional development, self-regulation, and school adjustment and social skills. Children, especially those at risk for developing poor-quality relationships with teachers, could benefit as teachers become more aware of the important connection between positive emotional climate and academic success.
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