The increase of traumatized students and their disruptive classroom behavior have created severe barriers to their academic success and has raised concern in the educational field. Previous research has supported the importance of a positive teacher-student relationship and has emphasized its effectiveness in facilitating learning and communication with traumatized students. Yet, much past literature lacks the consideration of educators' perspectives and examines how and why most educators are struggling to form positive relationships. This study uses Trauma Responsive Educational Practices (TREP) interview data to examine educators' perception of student disruptive behavior and how it influences teacher-student relationship building by analyzing educators' responses to discipline questions, educator stress, and negative emotional interaction. Based on the result, compared to educators who use communication and comforting strategies, educators respond positively and better connect with students when implementing professional social and emotional learning (SEL) and restorative practices (RP). The findings indicated that educators must acquire and utilize advanced support strategies to assist students with emotional coping when facing traumatized students. This highlights the importance of providing professional psychology and social and emotional training for educators to effectively offer support and management when encountering emotional breakdowns from traumatized students.