Effective classroom management creates safe and supportive learning environments for all students. This explainer is part of a suite of foundational resources for beginning teachers, teachers working in new environments, or experienced teachers who want to refine or refresh specific elements of their classroom management practice. They can be used to individually reflect on and refine one’s own practice, or as shared resources to support mentoring and other collaborative and whole-school approaches to improving classroom management.
The Australian Education Research Organisation (AERO)’s guidance is based on a synthesis of the most rigorous and relevant research evidence and guidance on classroom management from a wide range of research experts and expert practitioners across Australia and internationally.
Positive teacher–student relationships are supportive and fair, and develop in learning environments where students feel safe, understood and valued. Teachers build connections with students when they demonstrate respect and are responsive to their needs (McDonald, 2019). What students value in relationships and how they prefer to connect with others can differ from student to student for a range of reasons. Knowing students well and understanding and responding to students’ preferred ways of communicating, can help teachers develop positive relationships with their students (Fox et al., 2024; Sharman & Seedorf, 2025; Tsou et al., 2025; Wolpe et al., 2025).
Over time, respectful verbal and non-verbal interactions build trust, which is foundational to developing positive relationships. For some students, establishing trust may be challenging due to barriers which may or may not be evident. In these circumstances, teachers may need to invest additional time to better understand students, show students they’re valued and interact positively with them to build connections and establish trust (McDonald, 2019). Fostering family engagement and recognising families as respected partners in their child’s learning also strengthens positive teacher–student relationships.
Trust and positive teacher–student relationships are built on the structure, predictability, reliability and dependability provided by routines and consistency (Bennett, 2020). By maintaining high expectations, modelling expected behaviours and supporting students’ needs, teachers affirm the belief that all students can experience learning success. This approach to building and sustaining high expectations fosters belonging, positive relationships and effective teaching and learning (AERO, 2023; Cobb & Krownapple, 2019; Healey & Stroman, 2021; Miller & Steele, 2021). It supports all students in accessing and participating in education (Alice Springs [Mparntwe] Education Declaration, 2020; Disability Discrimination Act 1992; Disability Standards for Education 2005; 2020 Review of the Disability Standards for Education 2005, 2021).
Cultural safety within the learning environment is essential for developing positive teacher–student relationships and provides a foundation upon which all learners can succeed. Cultural safety is experienced by students, their families and their communities when an environment is psychologically, socially, physically, spiritually and emotionally safe for them (Moodie et al., 2019; Williams, 1999). To create culturally safe learning environments, teachers need to be culturally responsive. Cultural responsiveness maintains high expectations while providing appropriate support and can provide a solid foundation for learning success (Australian Institute for Teaching and School Leadership [AITSL], 2021; Ladson-Billings, 2014; Sarra et al., 2018).
Fundamental to this is the implementation of critically reflexive practice where teachers examine their own attitudes, values, biases and assumptions and how these impact developing relationships with students and their families. Being reflexive can help teachers get to know and understand students, families and the wider community. It also enables teachers to understand how their context and thinking impacts their decision-making and reactions, and, importantly, how these impact their students.
To build positive relationships with students:
- Make active efforts to get to know your students and understand and value their diverse experiences, cultures and aspirations.
- Critically examine how your values, beliefs and knowledge about learning and student behaviour impact how you engage with your students.
- Engage early and regularly with students’ families.
- Model and teach expectations for safe, respectful, learning-focused behaviour and routines to create a safe and predictable learning environment that builds trust.
- Greet students warmly and consistently and use their names in interactions.
- Acknowledge and praise students for their behaviour and efforts.
- Understand and support students’ diverse needs, making reasonable adjustments as needed.
- Demonstrate that you’re credible, caring and consistent.
Adapted from AERO (2025), Bennett (2020) and McDonald (2019).
The importance of building positive relationships with students
Relationships are an important element of effective classroom management (AITSL, 2021). Students who have positive connections with their teachers are more likely to have positive attitudes towards school, perceive themselves as part of their school community, attain higher academic results and place a higher value on regular attendance (Commissioner for Children and Young People [CCYP], 2018).
Students build relationships in different ways. While positive relationships are important for all students, they may look different for some students, particularly for neurodivergent students.
The positive interactions between teachers and students, which help build relationships, act as a safeguard for some students who may have difficult relationships in their personal lives (CCYP, 2018). These interactions enable them to have better engagement outcomes at school (CCYP, 2018).
An emotionally safe school environment allows students to feel secure and confident to attend and assures them they will receive support if they face any difficulties (Centre for Education Statistics and Evaluation, 2020).
Students are more likely to feel comfortable and engaged in learning when their teacher is welcoming, interested, encouraging, caring and kind (CCYP, 2018). Positive teacher–student relationships also enable teachers to intervene more effectively and efficiently to meet students’ learning and behavioural needs when problems arise (Epstein et al., 2008; Goss & Sonnemann, 2017; Marzano et al., 2003).
A foundation of safety and predictability enables peer and teacher–student relationships to flourish (McDonald, 2019). Prioritising relationships allows teachers to demonstrate credibility through growing connections and care for students, which can lead to greater effort and trust from students in return, creating a calmer and more productive classroom (AITSL, 2021).
Developing positive relationships with students
Positive relationships with students take time to develop. They’re facilitated by planning, explicitly teaching and modelling established expectations for safe, respectful, learning-focused behaviour, routines and rules to create a safe and predictable classroom for all students (Bennett, 2020). Teachers should use students’ preferred names (and pronouns), and discuss class expectations, rules and responsibilities (De Nobile et al., 2021). One example of a simple, practical strategy for positively connecting with students is greeting them in ways they prefer, and consistently using their names in interactions (Evidence for Learning, 2023).
Teachers can get to know students through informal chats and interactions that demonstrate interest in their lives, interests, families, backgrounds and beliefs. Approach these chats sensitively, respecting what the student is comfortable sharing. These conversations can help build trust, demonstrate approachability and encourage open communication (De Nobile et al., 2021). Teachers can also greet students individually at the classroom door as they enter, interact with them around the school and at school events, inquire about their interests, communicate positively, deliver constructive feedback wisely and communicate positive messages home (AITSL, 2021; Hepburn & Beamish, 2020; Ulmanen et al., 2016).
Teachers should also regularly and intentionally ‘check in’ with every student, listen when students raise concerns, and assure and uphold confidentiality when appropriate and permitted (CCYP, 2018; Education Endowment Foundation, 2021).
Teachers also cultivate relationships by noticing student effort and responding supportively when students experience difficulties, helping them see that they can be successful and thanking them for their effort (Bennett, 2020; Lemov, 2021). This can include teachers speaking to students privately and reassuring them of their appreciation of them and their belief in the students’ ability to demonstrate the classroom expectations (Lemov, 2021).
Praise needs to be thoughtfully given if it is to support a positive teacher–student relationship. Praise that is timely, genuine, informative and specific reinforces positive student behaviours, helps establish a positive and encouraging learning environment and can strengthen teacher–student relationships (Archer & Hughes, 2011). Frequent acknowledgement of students meeting expectations also helps build positive teacher–student relationships. Acknowledgement and praise should be given in ways that students prefer. For example, some students prefer to receive acknowledgement and praise privately, while other students feel uncomfortable with verbal praise and prefer brief non-verbal (such as a quick nod or thumbs-up) or written praise. Positive feedback to parents and primary caregivers also strengthens relationships and fosters trust (Bennett, 2020; McDonald, 2019).
Students understandably want to avoid being embarrassed in front of their peers and teachers should give students a chance to change their behaviour in a way that maintains students’ dignity and doesn’t cause embarrassment (Bennett, 2020). For example, if a student is talking when another student is speaking, the teacher could calmly say, ‘I know you have something to say, Simon. Zelda is speaking now and then let’s hear from you.’ This gives the student an opportunity to adjust their behaviour before further action is taken.
Early and ongoing positive contact with parents and primary caregivers can help build rapport and encourage them to work in partnership with you to support their child (Bennett, 2020; McDonald, 2019). This might be through a phone call, email or newsletter to provide some introductory details (including how parents can contact you and be involved in supporting their child), updates, important information and feedback. Early and ongoing contact if you have a concern about their child is also important in building positive partnerships with parents and primary caregivers. Encourage parents to also contact you with any concerns or important information.
Scenario
This scenario provides a practical example of the evidence summarised in this explainer. It provides insight into one teacher’s approach to establishing, maintaining and continually developing relationships with a class to create a safe and supportive learning environment.
Mr Wenzel makes an effort at the beginning of the school year to learn his students’ names as quickly as possible. He creates a seating plan and individual name cards that sit on each student’s desk until he’s confident with their names. He also adopts the routine of standing at the door and greeting each student by name as they enter the classroom. He adjusts his communication with individual students based on what he knows about them and their preferences.
Mr Wenzel tries to ensure that he has positive interactions with his students within lessons, during breaks and when moving around the school. He frequently acknowledges students demonstrating safe, respectful, learning-focused behaviours, individually and as a class. When students are unsure of concepts or tasks, he supports them by checking where they’re having trouble and helping them in a respectful and supportive way. His positive and predictable approach has seen encouraging results over the course of the year, fostering a sense of trust and openness with most students, and ensuring they feel comfortable seeking help when needed.
Despite the positive connection Mr Wenzel builds with most of his students, he has been unable to strengthen his relationship with 2 students, and their behaviour frequently disrupts learning. He thinks about what might be influencing his ability to engage with them effectively, and decides to learn more about them to try to identify the strengths they bring to the classroom and the support he might provide to help them focus on learning. Mr Wenzel plans to have more informal conversations with each student away from the classroom environment, speak with teachers who know them better and review their learning profiles.
While on break and bus duty, Mr Wenzel makes a deliberate effort to talk to each of the students he’s been unable to strengthen his relationship with in a more relaxed way. Over time, this helps him learn more about them. He reviews the students’ learning profiles again to remind him of their strengths and needs and the previous communication with parents and primary caregivers. Colleagues also share insights about how they connect and work with the students, and things to be mindful of.
Mr Wenzel understands that building positive relationships and supporting the students in focusing on learning will take time and consideration. He acknowledges progress and makes sure he provides regular positive feedback to the students, paying close attention to their responses to ensure the feedback is delivered in ways they feel comfortable with. He contacts their parents and primary caregivers to share positive observations and seek insights about strategies that have worked previously.
For more guidance
The following resources in AERO’s classroom management suite provide practical guidance and support related to building positive teacher-student relationships.
Building positive connections with all students
- practice guide
- video
- observation tool
- classroom management professional learning resources
- reflection resource
Practice guides
Australian Education Research Organisation. (2023). Building positive connections with all students. https://www.edresearch.edu.au/guides-resources/practice-guides/building-positive-connections-allstudents
Australian Education Research Organisation. (2023). Encouraging a sense of belonging and connectedness in secondary schools. /node/881
Australian Education Research Organisation. (2023). Encouraging a sense of belonging and connectedness in primary schools. https://www.edresearch.edu.au/guides-resources/practice-guides/ encouraging-belonging-and-connectedness-primary
Australian Education Research Organisation. (2025). Cultural safety. https://www.edresearch.edu.au/ guides-resources/practice-guides/cultural-safety
Australian Education Research Organisation. (2025). Respectful interactions. /node/1293
Australian Government Department of Education. (2022). Family-school partnerships. https://www. education.gov.au/supporting-family-school-community-partnerships-learning/family-school-partnerships
Bennett, T. (2020). Running the room: The teacher’s guide to behaviour (pp. 205–211). John Catt Educational.
De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2021). Positive learning environments: Creating and maintaining productive classrooms (pp. 280–287). Cengage.
Dowley, M. & Lovell, O. (2024). The classroom management handbook. (pp. 41–46). John Catt Educational.)
Lemov, D. (2021). Teach like a champion 3.0: 63 techniques that put students on the path to college (pp. 26–33). Jossey-Bass.
McDonald, T. (2019). Classroom management: Engaging students in learning (pp. 118–122). Oxford University Press.
Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press.
Australian Education Research Organisation. (2023). Encouraging a sense of belonging and connectedness in secondary schools. https://www.edresearch.edu.au/guides-resources/practice-guides/ encouraging-belonging-and-connectedness-secondary
Australian Education Research Organisation. (2025). Cultural safety. https://www.edresearch.edu.au/ guides-resources/practice-guides/cultural-safety
Australian Government. (1992). Disability Discrimination Act 1992. https://www.legislation.gov.au/ C2004A04426/latest/text
Australian Government. (2005). Disability Standards for Education 2005. https://www.education.gov.au/ disability-standards-education-2005
Australian Government. (2021). 2020 Review of the Disability Standards for Education 2005. https://www.education.gov.au/disability-standards-education-2005/2020-review-disability-standardseducation-2005
Australian Government Department of Education, Skills and Employment. (2019). The Alice Springs (Mparntwe) Education Declaration. https://www.education.gov.au/indigenous-education/resources/alicesprings-mparntwe-education-declaration
Australian Institute for Teaching and School Leadership. (2021). Classroom management: Standards- aligned evidence-based approaches. https://www.aitsl.edu.au/research/spotlights/classroommanagement-standards-aligned-evidence-based-approaches
Bennett, T. (2020). Running the room: The teacher’s guide to behaviour. John Catt Educational.
Centre for Education Statistics and Evaluation. (2020). Classroom management: Creating and maintaining positive learning environments. https://education.nsw.gov.au/about-us/education-data-andresearch/cese/publications/literature-reviews/classroom-management
Cobb, F., & Krownapple, J. (2019). Belonging through a culture of dignity: The keys to successful equity implementation. Mimi & Todd Press.
Commissioner for Children and Young People. (2018). Speaking out about school and learning: The views of WA children and young people on factors that support their engagement in school and learning. https://www.ccyp.wa.gov.au/media/2763/speaking-out-about-school-and-learning.pdf
De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2021). Positive learning environments: Creating and maintaining productive classrooms. Cengage.
Education Endowment Foundation. (2021). Six recommendations for improving behaviour in schools. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/behaviour
Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). Reducing behavior problems in the elementary school classroom: A practice guide (NCEE #2008-012). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
https://ies.ed.gov/ncee/wwc/PracticeGuide/4
Evidence for Learning. (2023). Effective behaviour supports in schools. https://evidenceforlearning.org. au/education-evidence/guidance-reports/effective-behaviour-supports-in-schools
Fox, L., Williams, R., & Asbury, K. (2024). Experiences of friendships among autistic children in UK schools: A qualitative meta-synthesis. Neurodiversity, 2. https://doi.org/10.1177/27546330241272250
Goss, P., & & Sonnemann, J. (2017). Engaging students: Creating classrooms that improve learning. Grattan Institute. https://grattan.edu.au/report/engaging-students-creating-classrooms-that-improvelearning/
Healey, K., & Stroman, C. (2021). Structures for belonging: A synthesis of research on belonging-supportive learning environments. Student Experience Research Network. https://studentexperiencenetwork.org/ research_library/structures-for-belonging-a-synthesis-of-research-on-belonging-supportive-learningenvironments/
Hepburn, L., & Beamish, W. (2020). Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland. Improving Schools, 23(1), 33–46. https://doi.org/10.1177/1365480219886148
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: AKA the remix. Harvard Educational Review, 84(1), 70–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
Lemov, D. (2021). Teach like a champion 3.0: 63 techniques that put students on the path to college. Jossey-Bass.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Researchbased strategies for every teacher. Association for Supervision and Curriculum Development. McDonald, T. (2019). Classroom management: Engaging students in learning. Oxford University Press.
Miller, L., & Steele, C. (2021). Teaching and learning: There is no one right way, but there are right things to do. In M. Shay & R. Oliver (Eds.), Indigenous education in Australia: Learning and teaching for deadly futures. Routledge.
Moodie, N., Maxwell, J., & Rudolph, S. (2019). The impact of racism on the schooling experiences of
Aboriginal and Torres Strait Islander students: A systematic review. Australian Educational Researcher, 46(2), 273–295. https://doi.org/10.1007/s13384-019-00312-8
Sarra, C., Spillman, D., Jackson, C., Davis, J., & Bray, J. (2018). High-expectations relationships: A foundation for enacting high expectations in all Australian schools. The Australian Journal of Indigenous Education, 49(1), 32–45. https://doi.org/10.1017/jie.2018.10
Keywords: classroom management, engagement, disruption, disruptive behaviour