There is a large body of cross-sectional and longitudinal research that demonstrates the link between high-quality teacher-student relationships and numerous beneficial student outcomes such as reduced problem behavior, increased academic achievement, enhanced school engagement, and improved social standing among peers. Much less is known, however, about specific interventions that target teacher-student relationship quality. This article provides a comprehensive and integrative review of the literature on school-based interventions that included an outcome measure of teacher-student relationship quality. Our synthesis of 24 studies revealed four approaches targeting teacher-student relationship quality by (a) increasing closeness; (b) decreasing conflict; (c) promoting social-emotional learning; and (d) emphasizing relationship-driven classroom management. For each approach we describe the relationship building mechanisms, intervention components, effects, and conclusions. A final discussion includes common elements across intervention approaches, limitations and suggestions for future research, and implications for teacher training.

有大量的横断面和纵向研究证明了高质量的师生关系与许多有益的学生成果之间的联系，例如减少问题行为、提高学业成绩、提高学校参与度和提高同龄人的社会地位。然而，对于针对师生关系质量的具体干预措施，人们知之甚少。本文对校本干预的文献进行了全面而综合的回顾，其中包括对师生关系质量的结果测量。我们对 24 项研究的综合揭示了四种针对师生关系质量的方法：(a) 增加亲密度；(b) 减少冲突；(c) 促进社会情感学习；(d) 强调关系驱动的课堂管理。对于每种方法，我们都描述了关系建立机制、干预组件、效果和结论。最后的讨论包括干预方法的共同要素、对未来研究的限制和建议，以及对教师培训的影响。