Date of Award
7-2-2026
Document Type
Thesis
Degree Name
Master of Arts in Special Education
Department
Education
Program
Special Education with Emotional/Behavioral Disorders Licensure
Capstone Instructor
Meagan Reissy
Second Reader
Theresa Marty
Keywords
Emotional and Behavioral Disorders (EBD), student-teacher relationships (STR), praise-to-reprimand ratio (PRR), teacher burnout, student outcomes
Abstract
For students with or at risk of Emotional and Behavioral Disorders (EBD), achieving success in school is challenged by a continuous cycle of behavioral and academic challenges. This literature review examined the role of student-teacher relationships in influencing both behavioral and academic outcomes for this student population. This review synthesized the findings of 15 peer-reviewed, original research studies that utilized qualitative, quantitative, and mixed-methods approaches to capture behavioral metrics and participant perspectives. The studies highlighted how distinct relational dynamics served as either a primary catalyst or a significant barrier to student improvement through day-to-day classroom interactions. Targeted praise-to-reprimand ratios and structured relationship frameworks were found to directly influence student compliance and engagement. Data also revealed that these interactions were heavily influenced by internal viewpoints, such as teacher stereotypes and students’ sense of trust. Finally, the research highlighted severe systemic barriers within the profession, proving that gaps in initial teacher preparation and emotional exhaustion depleted educator capacity to maintain positive bonds, which triggered harsher administrative discipline. This review concluded that while supportive student-teacher relationships were crucial for improving academic and behavioral outcomes for students, successful relationships depended heavily on systemic educator support and training.