Teacher–student relationships in practice: Student perceptions of positive teaching

Background Teacher–student relationships (TSR) significantly shape teaching and learning processes. Current research rarely leverages qualitative analyses of students' perceptions, leaving a critical gap in understanding how positive TSR manifest from students' perspectives. Aims This study explores students' perceptions of the enactment of positive relationships in classroom settings, identifies teacher behaviours perceived as relationally significant, and examines how these influence emotional and academic experiences. Sample Participants included 16 middle school students (aged 13–14) and four teachers identified as ‘relational experts’ in a large urban public school. Teachers were selected via convergent ratings from school principals and a survey of 175 recent graduates. Methods A qualitative study design was used. Twenty lessons taught by relational experts were video‐recorded and analysed to identify relational moments. These were used as stimuli in episodic interviews with students. Thematic analysis with inter‐rater validation was conducted to identify categories of relational practice and student‐perceived outcomes. Results Terms such as ‘friendship’ and ‘family’ are used to describe the relationship, yet students maintain respect for teachers' authority. Positive relationships are associated with positive feelings about subject matter and also act as a buffer against challenging classroom interactions. Ten relational practices teachers perform in class are identified and detailed (e.g., humour, openness, interest). Conclusion This study shows how long‐term TSR are affected by classroom interactions and provides a grounded typology of classroom‐based verbal relational practices, offering practical tools for advancing relational pedagogy.