Teacher-student relationships have the potential to empower students or leave them feeling discouraged and disconnected. Youth often tell us that when they can trust their teachers, they feel more connected and know they have someone in their school building that they can depend on. Trust is fostered in the teacher-student relationship when teachers

• display consistent warmth and kind communication,
• create feelings of comfort and safety in the classroom 
• and make genuine efforts towards understanding their students and their backgrounds.

Search Institute partnered with 3 midwestern schools in the CADRE project to co-create and support educators in implementing Developmental Relationships. Through interviews with middle school students in grades 6–8 from a variety of backgrounds and with differing levels of connection to their teachers, we gained deeper insights into how essential trust is in the educator-student dynamic.

In their everyday practices, teachers put forth consistent effort to build trust with students, making the time to authentically connect with them. Below are five practical, student-informed strategies that teachers who are looking to enhance and strengthen trust with their students may incorporate into their work. 

Try to Understand Me: Notice, Ask, Care 

When asked what helps a student feel comfortable with their teachers, youth shared that trust grows when teachers consistently show interest and investment in their students’ well-being. For instance, one student shared: 

“It's like from, yeah, from the beginning of the year, they're trying to understand you. They're asking you questions. Are you okay? How are you doing? [Say] good morning. And they're also pretty open again. And you could just come to them and talk to them about anything you want… Like, even if there's something happening at home, you could come to them anytime you want.”

Students may experience a constellation of dynamics in their personal lives. Daily check-ins, asking questions, and creating space for authentic and open conversation can signal that you’re open and trustworthy. A part of building this kind of trust means recognizing that life outside of school can impact how a student shows up in the classroom. If you notice that a student is displaying a behavior that seems to be out of the ordinary for them, get curious. This could look like taking a moment to check-in and asking a student how their day is going. A short conversation framed with warmth shows students you care about who they are beyond their behavior. 

Connect Beyond the Classroom: Show You Care About More Than Just My Grades

Educators balance curriculum standards and the importance of students’ academic outcomes alongside building trust with their students. The most meaningful teacher-student relationships extend beyond academics. When asked what the most relationally connected teachers do, one student explained:

[The teachers] do activities with the students. They make the students feel comfortable around them. When they talk to them a lot, they have full blown conversations with the students, and it makes it more comfortable. They help. When somebody needs help, like, with their grades, they'll help them…they walk up to their students and have conversations with them, I think it helps the students get really comfortable with those teachers… last year and this year, my social studies teacher and Mr. D, they played, they played basketball with the all the students.

As this student demonstrates, trust can be enhanced when academic support is paired with connecting beyond the classroom. When students feel supported in areas beyond their school work, they are more likely to trust their teachers and seek help from them when they need it. You may ask a student about their weekend plans, take an interest in their hobbies, or find out more about their passions and interests. Invite a few students to have lunch with you, attend student athletic events or performances when you can, or volunteer in clubs or extracurriculars. 

Just as important is the act of following up. Remembering and building on previous conversations shows genuine interest and deepens the sense of connection. When students feel known outside of their role as a learner, they’re more likely to trust teachers inside the classroom.

Know My People: Build Relationships with My Family and Support System

Building relationships with a student’s family or support system is an opportunity to deepen trust and show your students that you are on their team. For students who come from immigrant families, this can be an especially powerful way to build trust. Taking time with the student and their family to learn about their cultural background or finding ways to include non-English-speaking caregivers in school communication is especially impactful. It not only affirms the student’s identity, but families may feel more welcomed and valued in the school community. When asked about a teacher they trusted, one student shared:

“Maybe Miss L… Because she's talked to my parents, and I feel like I'd be able to trust her… She takes time to learn things about me… She took the time out of her day to get a translator from my mom.”

This student’s reflection demonstrates how meaningful it can be when a teacher makes the effort to include a student's family. When students feel that their teacher knows and respects the people who support them at home, it builds a sense of safety and belonging. This kind of intentional outreach is a powerful action that educators can consider in building trust with students. 

Make Space for Me to Be Vulnerable

Private conversations can be an important part of trust building between teachers and students. These moments may take many forms; a student may approach their teacher with a personal concern, and other times, a teacher may need to pull a student aside to address behavior. In both cases, you may practice discretion in such a way that communicates respect for the student and keeps the focus on supporting them. Youth told us that they felt like they could trust their teachers when they had private conversations, and the teachers treated the conversations with respect and care. 

Teachers need to follow school policies and procedures for determining what information needs to be shared with other staff members. It’s important to do this with thoughtfulness. Perhaps teachers might limit details to only what is necessary, involve only those who need to know, or help a student understand why they need to share information when appropriate and in accordance with school policies and procedures. These approaches can protect a student’s dignity while also ensuring that they receive the right support. 

Don’t Rush It: Trust Builds When You Show Up Over Time

Youth often reported that their comfort and connection with their teachers grew as the year progressed. When asked about a teacher they felt closest to, one student said:

“It's probably my active life teacher. He was my, one of my basketball coaches. He was the assistant coach and so I've been, I've been with him like all year around so I'm really close with him… [I] feel comfortable like I can talk to him about anything I need to, and he's not gonna, like, judge me or anything.”

When describing how their comfortability with their with teacher progressed over the school year, another student said:

“I think it's just like, as the year goes, like, as you like throughout the year, you just kind of like, it's like having a friend. You kind of just bond with them. It just happens.”

As these students note, trust is often a gradual process; it cannot be rushed. Time spent authentically creating space and activities that promote trust will pay off. 

Bringing it All Together

It is important for students to feel that they have trusted adults at school. When students feel comfortable and safe in their relationships with their teachers, they are empowered to thrive in the classroom.

Ayah Phuly is a Ph.D. student in the Developmental Science program at the University of Minnesota's Institute of Child Development. She is broadly interested in attachment, relationships, and prevention in development. More specifically, she is interested in teacher-student relationships and what makes these relationships high-quality, especially for historically underserved populations. Ayah is one of Search Institute's 2025 Summer Scholars.