Creating urban classroom communities worthy of trust

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The quality of school life: teacher-student trust relationships and the organizational school context (2011, background): “When students do not experience trust from their teachers, they will be less likely to engage in learning processes (Ennis and McCauley 2002; Tschannen-Moran 2004).”
‘Part of Who we are as a School Should Include Responsibility for Well-Being’: Links between the School Environment, Mental Health and Behaviour (2006, background): “The literature points to the teacher–pupil relationship as being particularly significant for excluded pupils ( Pomeroy, 1999 , 2000 ) and ‘hard to teach’ pupils ( Ennis and McCaulay, 2002 ).”
Preservice Teachers’ Learning about Cultural and Racial Diversity (2006, background): “…learners and has a heavy concentration of English language learners, a large number of poorer students—particularly students of color, high attrition of teachers, heavy institutional and systemic barriers, and meager resources (Ennis & McCauley, 2002; Ferguson, 2000; Kozol, 1992; Weiner, 2003).”