Forming Positive Teacher Students Relationships.

Do good teacher-student relationships work better for some students than others?
Teacher student relationships are important to virtually all students. How ever, high quality teacher-students relationships appear to be most significant for children who are "at risk" for school failure (Baker, 2006; Rimm-Kaufman et al; 2002). In one study, high quality teacher-student relationships appeared to be better predictors of classroom adjustment, social skills and reading performance for children showing initial externalizing problems (e.g aggression, hyperactivity), internalizing problems (e.g anxiety, depression) and learning problems (e.g; attention problems ) (Baker, 2006) than for children with out these initial risk factor. In another study, sensitive and supportive relationships proved to be more important in predicting more self-reliant behavior and less of task, negative and aggressive behaviors in the kindergarten classroom for bold, outgoing children. (comparable levels of sensitivity and support of the teacher played less of a role in children's classroom behavior for shy, hesitant children (Rimm-Kaufan et al; 2002).  Teacher sensitivity and emotional supportiveness played a grater role in predicting children's earlier achievement) for children "at risk" for school failure than for those with out these risk factors (Hamre & Pianta, 2005).
In another study , poor teacher-child relationships were collected with an achievement gap. When Hughes and Kwok (2007) studied a group of low achieving readers, they found that first grade children who had poorer relationships with their teachers were less engaged in school and had lower academic achievement in second grade. It is very important to note that Hughes and Kwok found that African American children of other ethnic background. Taken together, such findings suggest that high quality teacher-child relationships can partially compensate for disadvantages in other facets of students social-emotional lives.
High quality teacher-student relationships are equally important for all students, regardless of ethnicity . Students are more likely to experience positive relationships with teachers who share their ethnicity . How ever , other factors beside ethnicity (e.g the teacher's  skills in creating good relationships, the child's tendency toward behavior problems) are probably more important than ethnicity in predicting the quality of teacher-student relationships.