Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method

Cook, Clayton R.; Coco, Susanna; Zhang, Yanchen; Fiat, Aria E.; Duong, Mylien T.; Renshaw, Tyler L.; Long, Anna C.; Frank, Sophia

doi:10.17105/spr-2017-0025.v47-3

Cited by 112Educational Environments and Student OutcomesBehavioral and Psychological StudiesEarly Childhood Education and Development

Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method

Cook, Clayton R., Coco, Susanna, Zhang, Yanchen, Fiat, Aria E., Duong, Mylien T., Renshaw, Tyler L., Long, Anna C., Frank, Sophia·2018·School Psychology Review

DOI 10.17105/spr-2017-0025.v47-3

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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.

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C. R. Cook et al. (2018) and Duong et al. (2019) found that training for a cohort of willing teachers improved teacher-student relationships, reduced student misbehavior, and improved student attention in class.
“Via sophisticated, randomized controlled trials, C. R. Cook et al. (2018) and Duong et al. (2019) find that training for a cohort of willing teachers not only improved teacher-student relationships, but also reduced student misbehavior and improved student attention in class.”
From Fostering Belonging, Transforming Schools: The Impact of Restorative Practices (2023) · cites this paper as C. R. Cook et al. (2018)

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Changing Teacher–Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors
Williford, A. P., LoCasale‐Crouch, J., Whittaker, J. V., DeCoster, J., Hartz, K. A., Carter, L. M., Wolcott, C. S., & Hatfield, B. E. (2016) · Child Development · doi:10.1111/cdev.12703 · Cited by 90 · see citing works
Evaluating the Impact of Increasing General Education Teachers’ Ratio of Positive-to-Negative Interactions on Students’ Classroom Behavior
Cook, C. R., Grady, E. A., Long, A. C. J., Renshaw, T. L., Codding, R. S., Fiat, A. E., & Larson, M. F. (2016) · Journal of Positive Behavior Interventions · doi:10.1177/1098300716679137 · Cited by 81 · see citing works
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Risk and Protective Factors of Emotional and/or Behavioral Disorders in Children and Adolescents: A Mega-Analytic Synthesis
Crews, S. D., Bender, H., Cook, C. R., Gresham, F. M., Kern, L., & Vanderwood, M. L. (2007) · Behavioral Disorders · doi:10.1177/019874290703200201 · Cited by 77 · see citing works
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The Association between Externalizing Behavior Problems, Teacher-Student Relationship Quality, and Academic Performance in Young Urban Learners
Fowler, L. T. S., Banks, T. I., Anhalt, K., Der, H. H., & Kalis, T. M. (2008) · Behavioral Disorders · doi:10.1177/019874290803300304 · Cited by 69 · see citing works
Teacher Network of Relationships Inventory: Measurement invariance of academically at-risk students across ages 6 to 15.
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Praise's magic reinforcement ratio: Five to one gets the job done.
Flora, S. R. (2000) · The Behavior Analyst Today · doi:10.1037/h0099898 · Cited by 40 · see citing works
Relationship Maintenance Strategies
Canary, D. J., & Yum, Y.-O. (2015) · The International Encyclopedia of Interpersonal Communication · doi:10.1002/9781118540190.wbeic248 · Cited by 34 · see citing works
Academic Skills Problems Fourth Edition Workbook
Shapiro, E. S. (2010) · Cited by 29 · see citing works
Handbook of Parenting
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Teacher-Student Relationships: Causes and Consequences. Jere Brophy , Thomas Good
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Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships
Kincade, L., Cook, C. R., & Goerdt, A. (2020) · Review of Educational Research · doi:10.3102/0034654320946836 · Cited by 170 · see citing works
Self-citation
The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion
Corbin, C. M., Álamos, P., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2019) · Journal of School Psychology · doi:10.1016/j.jsp.2019.10.001 · Cited by 175 · see citing works
Brief teacher training improves student behavior and student–teacher relationships in middle school.
Duong, M. T., Pullmann, M. D., Buntain-Ricklefs, J., Lee, K., Benjamin, K. S., Nguyen, L., & Cook, C. R. (2019) · School Psychology · doi:10.1037/spq0000296 · Cited by 104 · see citing works
Self-citation
Enhancing teacher-student relationship quality: A narrative review of school-based interventions
Poling, D. V., Loan, C. L. V., Garwood, J. D., Zhang, S., & Riddle, D. B. (2022) · Educational Research Review · doi:10.1016/j.edurev.2022.100459 · Cited by 104 · see citing works
A Framework for Motivating Teacher-Student Relationships
Robinson, C. D. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09706-0 · Cited by 103 · see citing works
Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement
Rusu, P. P., & Colomeischi, A. A. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01608 · Cited by 91 · see citing works
The Effect of Teacher Caring Behavior and Teacher Praise on Students’ Engagement in EFL Classrooms
Sun, Y. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.746871 · Cited by 52 · see citing works
Fostering Belonging, Transforming Schools: The Impact of Restorative Practices
Darling-Hammond, S. (2023) · Learning Policy Institute · doi:10.54300/169.703 · Cited by 47 · see citing works
“Cook et al. (2018) and Duong et al. (2019) report on randomized controlled trials in which elementary and middle school teachers, respectively, were randomly assigned to receive training in the “Establish, Maintain, Restore” (EMR) program and to receive ongoing coaching.”
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The relation between teacher and child race, teacher perceptions of disruptive behavior, and exclusionary discipline in preschool
Wymer, S. C., Corbin, C. M., & Williford, A. P. (2021) · Journal of School Psychology · doi:10.1016/j.jsp.2021.10.003 · Cited by 45 · see citing works
Barriers and Facilitators to Teachers’ Use of Behavioral Classroom Interventions
Lawson, G. M., Owens, J. S., Mandell, D. S., Tavlin, S., Rufe, S. A., So, A., & Power, T. J. (2022) · School Mental Health · doi:10.1007/s12310-022-09524-3 · Cited by 53 · see citing works
“Working from home is one major disaster”: An analysis of student feedback at a South African university during the Covid-19 lockdown
Fouché, I., & Andrews, G. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10652-7 · Cited by 33 · see citing works
Bidirectional associations among teachers' burnout and classroom relational climate across an academic year
Álamos, P., Corbin, C. M., Klotz, M., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2022) · Journal of School Psychology · doi:10.1016/j.jsp.2022.09.001 · Cited by 31 · see citing works
The Potential for Teacher‐Student Relationships and the Whole School, Whole Community, Whole Child Model to Mitigate Adverse Childhood Experiences
Keane, K. J., & Evans, R. R. (2022) · Journal of School Health · doi:10.1111/josh.13154 · Cited by 29 · see citing works
Meta-Analytic Associations Between the Student-Teacher Relationship Scale and Students’ Social Competence With Peers
Magro, S. W., Hobbs, K. A., Li, P. H., Swenson, P., Riegelman, A., Rios, J. A., & Roisman, G. I. (2023) · School Psychology Review · doi:10.1080/2372966x.2023.2258767 · Cited by 33 · see citing works
A Mixed Methods Pilot Study of an Equity‐Explicit Student‐Teacher Relationship Intervention for the Ninth‐Grade Transition
Gaias, L. M., Cook, C. R., Nguyen, L., Brewer, S. K., Brown, E. C., Kiche, S. W., Shi, J., Buntain‐Ricklefs, J., & Duong, M. T. (2020) · Journal of School Health · doi:10.1111/josh.12968 · Cited by 29 · see citing works
Self-citation
Developing empathy and support for students with the “most challenging behaviors:” Mixed-methods outcomes of professional development in trauma-informed teaching practices
Koslouski, J. B. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.1005887 · Cited by 27 · see citing works
The longitudinal associations among student externalizing behaviors, teacher-student relationships, and classroom engagement
Hasty, L. M., Quintero, M., Li, T., Song, S., & Wang, Z. (2023) · Journal of School Psychology · doi:10.1016/j.jsp.2023.101242 · Cited by 34 · see citing works
Teacher–student relationships moderate the link between socioeconomic status and foreign language learning: Evidence from China
Ma, L., Xiao, L., Liu, Z., & Liu, J. (2022) · Language Teaching Research · doi:10.1177/13621688221122236 · Cited by 26 · see citing works
Improving Behaviour in Schools: Evidence Review
Moore, D. W., Benham‐Clarke, S., Kenchington, R., Boyle, C., Ford, T. G., Hayes, R. A., & Rogers, M. (2019) · Figshare · Cited by 22 · see citing works
Teacher–student relationships, stress, and psychosocial functioning during early adolescence
Keane, K. J., Evans, R. R., Orihuela, C. A., & Mrug, S. (2023) · Psychology in the Schools · doi:10.1002/pits.23020 · Cited by 25 · see citing works
Restorative practices in reducing school violence: a systematic review of positive impacts on emotional wellbeing
Alonso-Rodríguez, I., Pérez‐Jorge, D., Pérez, I. P., & Olmos-Raya, E. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1520137 · Cited by 20 · see citing works
Relationships among Problematic Smartphone Use, Mathematics Achievement, Teacher–Student Relationships, and Subjective Well-Being: Results from a Large-Scale Survey in China
Zhou, D., Liu, J., Ye, G., Wang, T., Xia, X., & Liu, J. (2022) · Behavioral Sciences · doi:10.3390/bs12110454 · Cited by 20 · see citing works
Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education
Borremans, L. F. N., Koomen, H. M. Y., & Spilt, J. L. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1349532 · Cited by 25 · see citing works
Interventions to Enhance Affective Engagement
Cook, C. R., Thayer, A. J., Fiat, A. E., & Sullivan, M. (2020) · Springer eBooks · doi:10.1007/978-3-030-37285-9_12 · Cited by 20 · see citing works
Self-citation
Dual factor mental health model: Validation through mixture modeling and cut scores
Thayer, A. J., Weeks, M. R., & Cook, C. R. (2020) · Psychology in the Schools · doi:10.1002/pits.22447 · Cited by 19 · see citing works
Self-citation
Correlates of change in elementary students' perceptions of interactions with their teacher
Corbin, C. M., Downer, J. T., Ruzek, E. A., Lowenstein, A. E., & Brown, J. L. (2020) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2020.101144 · Cited by 19 · see citing works
Evaluation of physical education teaching effect using Random Forest model under artificial intelligence
Jiang, X., Du, Y., & Zheng, Y. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e23576 · Cited by 26 · see citing works
Using Teacher Praise With Middle and High School Students
Haydon, T. F., Musti‐Rao, S., Kennedy, A. M., Murphy, M. P., Hunter, W., & Boone, J. (2020) · Beyond Behavior · doi:10.1177/1074295620915883 · Cited by 18 · see citing works
The quality of early caregiving and teacher-student relationships in grade school independently predict adolescent academic achievement
Magro, S. W., Nivison, M. D., Englund, M. M., & Roisman, G. I. (2022) · International Journal of Behavioral Development · doi:10.1177/01650254221137511 · Cited by 17 · see citing works
Longitudinal relations between teacher support and academic achievement among Chinese children: Disentangling between‑ and within-student associations
Zhou, J., Gong, X., & Li, X. (2024) · Journal of School Psychology · doi:10.1016/j.jsp.2024.101287 · Cited by 15 · see citing works
The influence of positive co-experience on teacher-student relationship: The mediating role of emotional bonding
Ding, Y.-T., Zhang, C., Ranran, L. I., Wenyu, D. I. N. G., Zhu, J., Liu, W., & Ning, C. H. E. N. (2023) · Acta Psychologica Sinica · doi:10.3724/sp.j.1041.2023.00726 · Cited by 15 · see citing works
Towards a curriculum targeting teachers’ relationship-building competence: Results of a Delphi study
Borremans, L. F. N., & Spilt, J. L. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104155 · Cited by 18 · see citing works
Understanding Factors that Moderate the Relationship Between Student ADHD Behaviors and Teacher Stress
DeShazer, M., Owens, J. S., & Himawan, L. K. (2023) · School Mental Health · doi:10.1007/s12310-023-09586-x · Cited by 17 · see citing works
A Simple Matter of Time? School-Level Analysis of the Relationship between Time Allocation, Treatment Integrity, and Student Outcome
Zhang, Y., Cook, C. R., & Lyon, A. R. (2021) · School Mental Health · doi:10.1007/s12310-021-09412-2 · Cited by 14 · see citing works
Self-citation
From Laissez-Faire to Anti-Discrimination: How Are Race/Ethnicity, Culture, and Bias Integrated into Multiple Domains of Practice in Early Childhood Education?
Gaias, L. M., Gal‐Szabo, D. E., Shivers, E. M., & Kiche, S. W. (2021) · Journal of Research in Childhood Education · doi:10.1080/02568543.2021.1951403 · Cited by 14 · see citing works
Forming and Sustaining High-Quality Student–Teacher Relationships to Reduce Minor Behavioral Incidents
Kennedy, A. M., & Haydon, T. F. (2020) · Intervention in School and Clinic · doi:10.1177/1053451220942197 · Cited by 14 · see citing works
Student Engagement: The Importance of the Classroom Context
Reinke, W. M., Herman, K. C., & Copeland, C. (2022) · Springer eBooks · doi:10.1007/978-3-031-07853-8_25 · Cited by 13 · see citing works
Patterns of problematic teacher–child relationships in upper elementary school
Bosman, R. J., Koomen, H. M. Y., Zee, M., & de Jong, P. F. (2022) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2022.101478 · Cited by 11 · see citing works
Having a Trusted Adult in School: Concurrent and Predictive Relations With Internalizing Problems Across Development
Reinke, W. M., Herman, K. C., Huang, F. L., Glenn, A. L., Raut, P. K., Aguayo, D., Venkat, S., Boddie, D., Harris, J. M., & Owens, S. (2024) · Journal of Positive Behavior Interventions · doi:10.1177/10983007241276534 · Cited by 11 · see citing works
A Cluster Randomized Pilot Trial of the Equity-Explicit Establish-Maintain-Restore Program among High School Teachers and Students
Duong, M. T., Gaias, L. M., Brown, E. C., Kiche, S. W., Nguyen, L., Corbin, C. M., Chandler, C. J., Buntain-Ricklefs, J. J., & Cook, C. R. (2022) · School Mental Health · doi:10.1007/s12310-022-09516-3 · Cited by 11 · see citing works
Self-citation
Educators’ perceptions of the costs and benefits of pursuing positive teacher-student relationships in middle schools
Pimpalkhute, S., Pooley, J., Wilkins, S., Varjas, K., Perkins, C. A., & Meyers, J. P. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104347 · Cited by 11 · see citing works
Using Behavioral Interventions to Build Relationships With Students With Challenging Behavior
Collins, L. W., & Landrum, T. J. (2022) · Teaching Exceptional Children · doi:10.1177/00400599221085727 · Cited by 9 · see citing works
Working memory of school-aged children on the autism spectrum: Predictors for longitudinal growth
Kim, S. A., & Kasari, C. L. (2023) · Autism · doi:10.1177/13623613231165599 · Cited by 9 · see citing works
A mixed methods examination of teachers' use of bias‐reduction strategies to increase relational equity and the role of the implementation context
Gaias, L. M., Duong, M. T., Corbin, C. M., Cook, C. R., Deveau, M., Kyoyetera, P., & Wood, O. (2024) · Psychology in the Schools · doi:10.1002/pits.23251 · Cited by 7 · see citing works
Self-citation
”It's a way of being for a teacher”: Multiple perspectives on relationship-building competencies in teacher education
Borremans, L. F. N., Deryck, A., & Spilt, J. L. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.104979 · Cited by 6 · see citing works
Preschool Children’s Observed Interactions with Teachers: Implications for Understanding Teacher–Child Relationships
Partee, A. M., Álamos, P., Williford, A. P., & Downer, J. T. (2022) · School Mental Health · doi:10.1007/s12310-022-09517-2 · Cited by 5 · see citing works
Understanding Children and Adolescents’ Experiences Being Bullied: A Mixed-Methods Study
Snodgrass, M. A., Smith, S. L., & Gregus, S. J. (2024) · Trends in Psychology · doi:10.1007/s43076-024-00385-0 · Cited by 5 · see citing works
Bidirectional longitudinal relationships between beliefs about adversity, teacher–student relationships and academic engagement of left behind children
Jia, Y., Xie, R., Wang, X., Chen, Y., Ding, W., & Li, W. (2025) · Social Psychology of Education · doi:10.1007/s11218-024-09956-6 · Cited by 5 · see citing works
Student Perceptions of a Whole Child School Screening Instrument: An Initial Step in Attending to Consequential Validity
Lyon, K., Koslouski, J. B., Chafouleas, S. M., Briesch, A. M., & Caemmerer, J. M. (2025) · School Mental Health · doi:10.1007/s12310-025-09782-x · Cited by 4 · see citing works
Building student-teacher relationships in an alternative education setting: a qualitative interview study
Kennedy, A. M., Haydon, T. F., & Clark, V. L. P. (2022) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.2022.2109564 · Cited by 4 · see citing works
Physical exercise, social relationships, and bullying perpetration among school adolescents in China
Zhou, H., & Chen, J. (2024) · Behavioral Sciences & the Law · doi:10.1002/bsl.2687 · Cited by 5 · see citing works
Developmental Relationships and Student Academic Motivation: Current Research and Future Directions
Scales, P. C., Pekel, K., & Houltberg, B. J. (2022) · Springer eBooks · doi:10.1007/978-3-031-07853-8_13 · Cited by 4 · see citing works
Happy together: Multilevel associations between adolescents' and teachers' school-specific subjective wellbeing
Zhang, Y., Yu, Q., Renshaw, T. L., Li, H., Fallon, L. M., & Jiang, X. (2025) · Journal of School Psychology · doi:10.1016/j.jsp.2025.101428 · Cited by 3 · see citing works
Self-citation
Measuring interpersonal behaviour in the classrooms: systematic review and reliability generalization of Questionnaire on Teacher Interaction
Khine, M. S., Oo, C. Z., & San, N. M. H. (2025) · Learning Environments Research · doi:10.1007/s10984-025-09535-2 · Cited by 3 · see citing works
Assessing the Effectiveness of Continuous Professional Development Programs Organised for Counselors in Ghanaian Public Senior High Schools
Antwi, T. (2023) · Open Journal of Social Sciences · doi:10.4236/jss.2023.116008 · Cited by 3 · see citing works
Sense of relatedness and science engagement among Filipino high school students
Datu, J. A. D., & Noltemeyer, A. L. (2024) · Psychology in the Schools · doi:10.1002/pits.23224 · Cited by 3 · see citing works
First-year urban secondary teachers’ responses to problematic behavior
Tanase, M. F. (2023) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.2023.2177981 · Cited by 5 · see citing works
Linking school‐ and classroom‐level characteristics to child adjustment: A representative study of children from Hong Kong, China
Li, X., Lam, C. B., & Chung, K. K. H. (2024) · British Journal of Educational Psychology · doi:10.1111/bjep.12672 · Cited by 5 · see citing works
The Effects of School Climate on Student Perceptions of School Safety at an Urban Middle School
Yap, J., Perez, N. M., & Perrone, D. M. (2025) · Journal of School Violence · doi:10.1080/15388220.2025.2529883 · Cited by 2 · see citing works
Measuring executive functions in context: Self-regulating behavior in the kindergarten classroom
Maloney, J., Oberle, E., Weber, B., & Schonert-Reichl, K. A. (2025) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2025.07.006 · Cited by 2 · see citing works
INFLUÊNCIA DAS GREVES SOBRE O BEM-ESTAR DO DOCENTE NAS INSTITUIÇÕES DE ENSINO SUPERIOR
Araújo, A. A., dos Santos, A. C. B., Evaristo, J. L. D. S., & Rocha, A. R. S. (2022) · Trabalho (En)Cena · doi:10.20873/2526-1487e022006 · Cited by 2 · see citing works
Going to the Principal’s Office: Principal Perceptions and the Potential Alliance Between PK-12 Schools and Institutions of Higher Education to Meet Professional Development Needs
Dionne, G. B., Patrick, K., Francis, R. W., Deschaine, M. E., & Sloan, K. (2023) · Journal of Research on Leadership Education · doi:10.1177/19427751231176585 · Cited by 2 · see citing works
Trauma-informed education
Pribitkin, T. (2023) · Frontiers research topics · doi:10.3389/978-2-8325-3354-3 · Cited by 2 · see citing works
Class-wide behaviour management practices reported by pre-and elementary school teachers: Relations with individual and contextual characteristics
Nadeau, M., Massé, L., Lagacé-Leblanc, J., Verret, C., & Gaudreau, N. (2023) · McGill Journal of Education / Revue des sciences de l'éducation de McGill · doi:10.7202/1106312ar · Cited by 2 · see citing works
Don't Walk Away! Virtual Safety Boundaries for Collaborative Virtual Reality Learning Environments
Cabrera-Araya, R. T., Chen, Y., & Rojas-Muñoz, E. (2023) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie58773.2023.10343427 · Cited by 2 · see citing works
Evidential Value of Intervention Studies in Two School Psychology Journals: A p -Curve Analysis of Research from 2011 to 2021
Ni, H., Price, P. C., & Jones, C. J. (2024) · School Psychology Review · doi:10.1080/2372966x.2024.2365618 · Cited by 2 · see citing works
Trauma-Informed Pedagogies of Co-Constructed Care
Holbert, R. M. G. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-3613-7.ch008 · Cited by 2 · see citing works
Mechanisms for change: A theoretical pathway for a school-wide social–emotional learning initiative in an urban middle school
White, G. W., Hatchimonji, D. R., Vaid, E., Simmons, C. C., Yuan, M., Wang, A., & Elias, M. J. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.977680 · Cited by 2 · see citing works
Implementation of Field Study Courses in Teacher Education Institutions (TEIs) in Oriental Mindoro
Buhay, A. B. A. (2023) · American Journal of Education and Technology · doi:10.54536/ajet.v2i3.1930 · Cited by 1 · see citing works
Encouraging Teacher Readiness for Designing Student Voice Practices
Mitra, D. L., Saghir, G. A., Conner, J. O., Holquist, S. E., & Wright, N. L. (2025) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/01614681251355705 · Cited by 1 · see citing works
Factors Influencing Teachers' Intentions to Provide Emotional Support to Students: Insights From the Theory of Planned Behavior
Virat, M., Shankland, R., & Huart, J. (2025) · Psychology in the Schools · doi:10.1002/pits.70099 · Cited by 1 · see citing works
Supporting teacher-student relationships in secondary education: a comprehensive framework and tool for teacher professional development
Buyse, E., Longeville, M., Colpin, H., Verschueren, K., & Spilt, J. L. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1739621 · Cited by 2 · see citing works
Constructivist Approaches in Museum Tour and Workshop School Programs
Yoo, J. (2019) · doi:10.7916/d8-g946-8p91 · Cited by 1 · see citing works
Restorative Justice and Classroom Management in Elementary General Music Classrooms
Potter-Gee, J., & Ryan, M. J. (2023) · Update Applications of Research in Music Education · doi:10.1177/87551233231155126 · Cited by 1 · see citing works
A systemic approach to supporting motivation and behaviour in secondary classrooms during COVID: a professional development intervention using self-determination theory
Prickett, H., & Hayes, B. (2023) · Educational Psychology in Practice · doi:10.1080/02667363.2023.2221023 · Cited by 1 · see citing works
Enhancing EFL Class Design: Affective Filter Hypothesis in Action
Li, Q., & You, Z. (2023) · International Journal of Education and Humanities · doi:10.54097/ijeh.v9i3.10161 · Cited by 1 · see citing works
Student-Teacher Relationships and Mathematics Achievement for Students with and Without Disabilities
Olsen, A. A., & Green, A. L. (2024) · The Elementary School Journal · doi:10.1086/728673 · Cited by 1 · see citing works
Differential Contributions of Peer and Teacher–Student Relationships to Mental Health in Early Adolescence
Demol, K., Steenberghs, N., Verschueren, K., Spilt, J. L., & Colpin, H. (2024) · School Psychology Review · doi:10.1080/2372966x.2024.2417648 · Cited by 1 · see citing works
Corrective strategies
Parada, R. H. (2024) · Cambridge University Press eBooks · doi:10.1017/9781009289771.008 · Cited by 1 · see citing works
Mixed Methods Study of the Relationship Between Students’ Perceptions of School Climate, Attendance, and Academic Achievement
Carter, D. N. (2021) · Cited by 1 · see citing works
Does professional development for teachers impact student behavior utilizing class-wide function-related intervention teams?
Phillips, A. (2021) · doi:10.32469/10355/85809 · Cited by 1 · see citing works
Building positive student-teacher relationships: a foundational element for successful classroom management
Foecking, K. A. (2024) · doi:10.17760/d20649838 · Cited by 1 · see citing works
Student Disengagement in a Low Socioeconomic Elementary School: Applied Research
Cobb-Fossnes, D. M. (2020) · Digital Commons (Liberty University)
An Examination of How Principals in Rural K-12 Schools Foster Technological Literacy Among Teachers: A Multi-Site Case Study
Grad, K. M. (2020) · Digital Commons (Liberty University)
The Cumulation of Relationships
Rios, V. M. (2020) · doi:10.5642/cguetd/154
From Tranquility to Mobility: The Adaptability of Continual Transfer Students
Gubat, M. T., Caabay, R. B. P., Hoe, M. T., Hermoso, M. K. P., Laylay, D. C. Q., Tiongson, I. R. M., & Nery, N. J. M. (2020) · International Journal of Research Publications · doi:10.47119/ijrp1006211020201456
A Case Study Investigation into Teacher View’s on Extrinsic Rewards and Intrinsic Motivation in the Educate Together Primary School Classroom
Flanagan, E. P. (2020) · Trinity's Access to Research Output (TARA) (Trinity College Dublin)
A Case Study Examining the Connections Between Student-Teacher Relationships and Student Motivation in the Upper Elementary Classroom
King, A. B. (2021) · Digital Commons (Liberty University)
Universal Factors and Tier 1 Interventions Associated with Quality Student-Teacher Relationships
Kincade, L. (2020) · University of Minnesota Digital Conservancy (University of Minnesota)
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Authors: Cook, C. R., Coco, S., Zhang, Y., Fiat, A. E., Duong, M. T., Renshaw, T. L., Long, A. C., & Frank, S.
Affiliations: University of Minnesota (US)
Evidence-Based Treatment Centers of Seattle
University of Washington (US)
Louisiana State University (US)
Corresponding author: Cook, Clayton R.
ORCID: Cook, Clayton R.
Zhang, Yanchen
Fiat, Aria E.
Duong, Mylien T.
Renshaw, Tyler L.
Long, Anna C.
Venue: School Psychology Review
Publisher: Informa UK Limited
Published: 2018-09-01
Volume: 47
Issue: 3
Pages: 226-243
ISSN: 0279-6015 (ISSN-L)
2372-966X
DOI: 10.17105/spr-2017-0025.v47-3
OpenAlex: W2900081464
Cited by: 112
References: 109
Citations by year: 2026: 10 · 2025: 15 · 2024: 19 · 2023: 23 · 2022: 19 · 2021: 8 · 2020: 14 · 2019: 3 · 2018: 1
FWCI: 21.08
Type: journal article
Language: en
Open access: closed
Locations: School Psychology Review (publishedVersion)
Civil War Book Review (submittedVersion)
Topics: Social Sciences › Education › Educational Environments and Student Outcomes
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Social Sciences › Education › Early Childhood Education and Development
Keywords: teacher-student relationship, classroom behavior, primary school teachers, teacher professional development, follow-up support, academic engagement, disruptive behavior, universal prevention, school-based prevention

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Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method

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