Behavioral risk, teacher–child relationships, and social skill development across middle childhood: A child-by-environment analysis of change

By Daniel Berry, Erin E O'Connor. 2010

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Teacher–Child Relationships, Classroom Climate, and Children’s Social-Emotional and Academic Development (2017, background): “…is evidence of consistency or even increases in its importance for both social-emotional and academic achievement across this period (Baker, 2006; Berry & O’Connor, 2010; Maldonado-Carreño & Votruba-Drzal, 2011), suggesting the need for continued examination of relationship dynamics and their…”
Students’ evocative impact on teacher instruction and teacher–child relationships (2015, background): “Berry and O’Connor (2010) showed that children with a higher-quality teacher–child relationship demonstrated greater social skills from kindergarten through to sixth grade than their peers with lowerquality relationships. The teacher–child relationships themselves, at the level of teacher–child dyad”
Recent trends in research on teacher–child relationships (2012, background): “For children with internalizing problems, teacher-perceived closeness is associated with improved social skills (Berry & O’Connor, 2010), peer relations (Gazelle, 2006), and academic outcomes (Baker, 2006).”