Impact of Child-Teacher Relationship Training on Teacher Attitudes and Classroom Behaviors

Teachers often report a lack of training on effective ways to support the emotional needs of children. Working in schools where students experience poverty and/or low student achievement can be stressful for teachers. This study examined the impact of child-teacher relationship training (CTRT) on teachers' professional quality of life, social justice attitudes, attitudes aligned with the values of CTRT, attitudes about trauma-informed care, and the ability to demonstrate the CTRT skills in the classroom. The results indicate that the intervention had an impact on teachers' attitudes about trauma-informed care, attitudes aligned with the values of CTRT, and ability to demonstrate the CTRT skills in their classrooms. Limitations, directions for future research, and implications for school-based play therapists and school counselors are discussed.