Issue Authors' Notes 1 Beth Bernstein-Yamashiro, Gil G. Noam Executive Summary 11 1. Teacher-student relationships: A growing field of study 15 This article reviews historical and current research in the field of teacherstudent relationships by examining work on student risk factors, school dropout, and teacher burnout to contextualize the study presented in this volume. 2. Relationships, learning, and development: A student perspective 27 This article presents the perspectives of students regarding how they see close, positive relationships with teachers who support their academic and socioemotional success. 3. Learning together: Teaching, relationships, and teachers' work 45 This article provides an understanding of how teachers see their personal relationships with students and the complexities of sustaining relationships while operating within the school. 4.

Youth development practitioners and their relationships in schools and after-school programs 57 In this article, a perspective from the world of after-school programs is explored with attention to how after-school environments can be ripe areas for personal relationships. 5. Establishing and maintaining boundaries in teacher-student relationships 69 The challenge and importance of creating emotional boundaries in relationships with students is discussed, along with perspectives from students and teachers about how they see the relationships being defined. 6. The role of a student support system and the clinical consultant 85 This article posits models for responding to students' socioemotional concerns at school and explores the needs that adult caregivers require to adequately serve students. 7. Working with teachers to develop healthy relationships with students 99 This article presents a training module designed to help administrators work with teachers to define their boundaries and relationships with students. 8.

A dialogue between an educator and psychologist 109 A personal dialogue between the authors reveals their experiences with teacher-student relationships; they comment as well on how psychology might contribute to the educational challenges these relationships pose. Index 125.