Dyadic Student-Teacher Relationship: Giving a Voice to Students with EBD

With the proper support from parents and teachers, most students make appropriate adjustments; however, this is not the case for many students with special needs, particularly those with emotional/behavioral disability (EBD). Students with EBD have difficulty adjusting emotionally and socially, which often harms them academically. About 1% of school-age children receive services for EBD (Forness et al., 2012; Maggin et al., 2016). Many students who have EBD receive low academic grades, display poor social skills, and experience high rates of suspensions compared with students in other disability categories and peers without disabilities (Bradley et al., 2004; Maggin et al., 2016). Data from a longitudinal study reported that one-third of students with EBD who completed high school did not receive a regular diploma but rather a certificate of completion, general education development (GED), or another nonstandard school-leaving document (Wagner & Newman, 2012). Student-teacher relationships can provide students with greater knowledge about themselves and what is needed to function properly within a classroom (Martin & Collie, 2019). Research suggests that student-teacher relationships for at-risk students are essential. In addition, the growing body of theoretical and empirical research demonstrates that relationships with others can help students with EBD cushion the effect of stressful life events and stimulate positive adjustment with the assistance of teachers who play a vital role in the development of children (Murray & Pianta, 2007; Pianta, 1999; Toste et al., 2014). This qualitative, phenomenological study was designed to examine the lived experiences of students with EBD and their teachers and the impact of their positive relationships with students on their pathway toward graduating high school in 4 years. This study was conducted at a school located in the suburbs near a large metropolitan area. The study participants were six students with EBD and 15 adults nominated by the student participants. Each student participated in three in-depth interviews, and the adult participants participated in one in-depth interview. The thematic analysis revealed that adults in the educational setting drew upon their experiences as students and as adults to develop positive relationships with students with EBD. Also, the analysis revealed that students' positive relationships were characterized based on receiving gifts, rewards, or personal benefits from teachers; adult advocacy; reassurance or comfort from teachers; a sense of accomplishment and empowerment; teachers' personality traits; and admiration for teachers. Results were discussed, and a consensus on strategies to promote positive relations between teachers and students was developed.