The present study examined associations between the quality of teacher-child relationships and behavior problems among elementary school students using data from the NICHD Study of Early Child Care and Youth Development, a study of 1,364 children from birth through adolescence. There were two main findings. First, high-quality teacher-child relationships predicted low levels of externalizing behaviors. Second, high-quality relationships acted as protective factors, helping to prevent children with high levels of internalizing behaviors in early childhood from developing trajectories of long-term internalizing behavior problems. Teacher-child relationships may be proximal phenomena that can be targeted in interventions to help prevent behavior problems in middle childhood.

The purposes of the current study were: (1) to examine the roles of early maternal attachment relationships and teacher–child relationships during childhood for externalizing and internalizing behaviors in late childhood, and (2) to investigate teacher–child relationships, as well as externalizing and internalizing behaviors in early childhood as possible mechanisms linking early maternal attachment relationships to behavior problems in late childhood. Longitudinal data from the National Institute of Child Health and Human Development Early Child Care Research Network Study of Early Child Care and Youth Development (N = 1140 mothers and children) were used in this investigation. There were three main findings. First, insecure/other maternal attachment relationships in early childhood (i.e., 36 months) were associated with externalizing and internalizing behaviors in late childhood (Grade 5). Second, elevated levels of teacher–child conflict during childhood were associated with externalizing behaviors in late childhood whereas low levels of teacher–child closeness were associated with internalizing behaviors. Third, the effects of insecure/other attachment on externalizing and internalizing behaviors in late childhood were mediated through teacher–child relationships during childhood and early externalizing and internalizing behaviors. Implications for attachment theory are discussed.

The authors identified trajectories of teacher–child relationship conflict and closeness from Grades 1 to 6, and associations between these trajectories and externalizing and internalizing behaviors at 11 years old among low-income, urban boys (N = 262). There were three main findings. Nagin cluster analyses indicated five trajectories for conflict with all children evidencing increases in conflict, and four trajectories for closeness with all children demonstrating decreases in closeness. Trajectories with higher levels of conflict and lower levels of closeness were associated with higher levels of externalizing and internalizing behavior problems at 11 years old. Moreover, conflictual teacher–child relationships exacerbated the effects of externalizing and internalizing behavior problems in early childhood; children with conflictual teacher–child relationships had higher levels of behavior problems in middle childhood relative to children with low conflictual teacher–child relationships. Implications of targeting teacher–child relationships as interventions to help prevent behavior problems are discussed.

There is an expectation of bilingual proficiency as a requirement for admission into most bilingual teacher preparation programs, as well as licensing criteria and job requirements for bilingual teaching positions. Nevertheless, we must acknowledge the dynamic nature of bilingualism and that prospective teachers differ in the level of support they have received for developing their linguistic repertoire across institutions, communities, and home. Many bilingual teachers come to the profession with diverse experiences which influence their linguistic ideologies and repertoires. In this study, we interviewed teacher candidates at the end of their Spanish-English bilingual teacher preparation program to investigate their linguistic backgrounds and experiences. We analyzed their perspectives of their linguistic repertoires and dynamic language usage and how this impacts their pedagogy and the students they will ultimately teach. We discovered how linguistically and culturally sustaining pedagogies that integrate translanguaging and raciolinguistic frameworks can shape a graduate program with a long history of preparing bilingual teachers in an urban, linguistically diverse setting. Participants expressed their desire for more opportunities to practice and learn in Spanish. Furthermore, there was a transformation of how participants perceived their own language practices as legitimate and relevant to how they can structure their students’ learning.