Past research has shown student-teacher relationships (STRs) are associated with student outcomes, including improvements in academic achievement and engagement and reductions in disruptive behaviors, suspension, and risk of dropping out. Schools can support STRs universally and systematically by implementing universal, school-wide, and class-wide programs and practices that aim to facilitate high-quality STRs. This study applied meta-analytic and common element procedures to determine effect sizes and specific practices of universal approaches to improving STRs. The universal programs with the largest effects were Establish-Maintain-Restore and BRIDGE. Other programs demonstrated moderate effects in one study, with combined effect sizes revealing smaller effects. The common elements procedure identified 44 practices teachers can implement to promote positive STRs, with 14 proactive and direct practices. Programs with the largest effects, in general, contained the most proactive and direct practices for improving STRs. Implications of these findings and future research recommendations are discussed.

中文翻译：

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改善师生关系通用方法的元分析和通用实践要素

过去的研究表明，师生关系 (STR) 与学生成绩有关，包括学业成绩和参与度的提高以及破坏性行为、停学和辍学风险的减少。学校可以通过实施旨在促进高质量 STR 的普遍性、全校性和全班级计划和实践来普遍和系统地支持 STR。本研究应用荟萃分析和通用元素程序来确定改善 STR 的通用方法的效果大小和具体做法。效果最大的通用程序是建立-维护-恢复和桥接。其他项目在一项研究中表现出中等效果，综合效果大小显示出较小的效果。通用要素程序确定了教师可以实施的 44 种做法，以促进积极的 STR，其中包括 14 种主动和直接的做法。一般而言，效果最大的计划包含改进 STR 的最主动和最直接的做法。讨论了这些发现的含义和未来的研究建议。