It is important to explore the relationship between teachers' perceptions of their cultural responsiveness as well as students' classroom behavior and risk, as these relationships may impact decisions about equitable access to school behavioral health supports. This paper includes two studies conducted with teachers in two large suburban school districts. Study 1 investigated the relationship between teachers' (n = 20) ratings on a measure of cultural responsiveness, the Assessment of Culturally and Contextually Relevant Supports (ACCReS), and students' classroom behavior. Results indicated that higher ACCReS scores significantly predicted lower classwide disruptive behavior. Study 2 investigated the relationship between teachers' (n = 30) ratings on the ACCReS and ratings of their students' risk on the Social, Academic, and Emotional Behavior Risk Screener. For social behavior, higher ACCReS scores predicted teachers perceiving lower social risk; however, identification as a Black student and a student with a disability predicted higher risk. Findings are preliminary, yet implications include recommendations for high-quality professional development to promote teacher cultural responsiveness. Such support could guide teachers to create educational environments in which fewer discipline referrals for behavior occur, teachers perceive less social risk, and access to school behavior supports is more equitable.

中文翻译：

---

探索教师对文化反应、学生风险和课堂行为的看法之间的关系

探讨教师对其文化响应能力的看法与学生课堂行为和风险之间的关系非常重要，因为这些关系可能会影响关于公平获得学校行为健康支持的决定。本文包括对两个大型郊区学区的教师进行的两项研究。研究 1 调查了教师 ( n  = 20) 对文化反应能力、文化和语境相关支持评估(ACCReS) 和学生课堂行为的评价之间的关系。结果表明，较高的 ACCReS 分数显着预测了较低的全班破坏性行为。研究 2 调查了教师（n = 30) ACCReS 评级和学生在社会、学术和情绪行为风险筛查中的风险评级。对于社会行为，较高的ACCReS分数预示着教师的社会风险较低；然而，识别为黑人学生和残疾学生预示着更高的风险。调查结果是初步的，但影响包括对高质量专业发展的建议，以促进教师的文化响应能力。这种支持可以指导教师创造教育环境，在这种环境中，行为的学科转介发生较少，教师感知的社会风险较小，并且获得学校行为支持的机会更加公平。