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Supportive classroom environments are associated with improved student outcomes, particularly during early adolescence (ages 10–14 years). Applying Bronfenbrenner’s ecological systems theory to further investigate the microsystem of the school (Bronfenbrenner and Morris in The ecology of human development, Harvard University Press, Boston, 1998), we examined how student and teacher perceptions of classroom support relate to one another and identified which ecological characteristics impact student and teacher perceptions of support. Using data from 35 grade 5–6 classrooms, we examined parallel models of students’ and teachers’ perceptions of classroom support as a function of individual-, classroom- and school-level characteristics. Students’ perceptions varied substantially between students in the same classroom, and differences between schools accounted for important variability in students’ perceptions. In contrast, teachers’ perceptions showed no between-school variability; all variability in teachers’ perceptions could be attributed to varying experiences of teachers in the same school. Additionally, students’ perceptions of support were significantly and positively associated with teachers’ perceptions of support. Taken together, results suggest that educational interventions targeting classroom processes should be enacted at the school level and assessed by both teacher and student in an attempt to capture the breadth of perceptions and optimise outcomes among early adolescents.

Teacher–student interactions contribute to the quality of the classroom environment. Although numerous measures of these interactions exist, few target the affective expression and reception of interactions directly. To fill this need, we detail the piloting and psychometric validation a self-report measure, the Emotion-Focused Interactions (EFI) Scale. The EFI is reliable as a one-factor measure, with strong positive loadings and adequate internal consistency. Confirmatory factor analysis rendered the EFI valid, test–retest reliability was adequate, and concurrent validity was significant. Results suggest the EFI has good psychometric properties as a measure of affective exchanges among teachers and students. Implications for use and further study are discussed.