@article{THESIS,
      recid = {3704},
      author = {Lee, Athena},
      title = {Teachers’ Perceptions Impact on Teacher-Student  Relationships},
      publisher = {University of Chicago},
      school = {M.A.},
      address = {2022-06},
      number = {THESIS},
      abstract = {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.},
      url = {http://knowledge.uchicago.edu/record/3704},
      doi = {https://doi.org/10.6082/uchicago.3704},
}