POSITIVE BENEFITS

At-Risk Students
Reduce likely-hood of students with behavioural problems developing conflictual relationships or disengaging from future teachers (Rogers et al. 335)
Supportive relationships with teachers leads to greater student satisfaction with school, notable for urban, lower socioeconomic status African-American students (Baker 65)
Supportive interpersonal relationships can help more strongly benefit poor or non-Anglo students who may need more assistance than their Anglo counterparts. (Baker 65)

Student-teacher relationships that are supportive and caring increase students’ positive academic attitudes, increase students academic values, and increase student satisfaction with their education (Klem and Connell 262)
Supportive and caring student-teacher relationships lead to increased academic engagement for students (Klem and Connell 262 and Rimm-Kaufman and Sandilos)
Positive student-teacher relationships can lead to an increased desire to learn (Rimm-Kaufman and Sandilos)
Increased ability to adjust in school (Rimm-Kaufman and Sandilos)
Aids development of social skills(Rimm-Kaufman and Sandilos)
encourage academic abilities
Promotes academic resiliency (Rimm-Kaufman and Sandilos)
Increased likelihood of student attending class (Rimm-Kaufman and Sandilos)
Increased student independence(Rimm-Kaufman and Sandilos)
Increased student-teacher cooperation (Rimm-Kaufman and Sandilos)
Increased engagement (Brok et al. 21)
Increased motivation (Rimm-Kaufman and Sandilos)-Student empowerment (Dobransky and Frymier 219)
Allivation of student’s daily stressors (Rimm-Kaufman and Sandilos)
Increased likelihood of student complying with behavioural norms (Rimm-Kaufman and Sandilos)
Healthy, safe classroom environment (Jennings and Greenberg 500)
Creation of safe space and feeling of security for students that permits exploration and risk taking in learning activities (Jennings and Greenberg 500)