Building Relationships with Low-Income Black and Brown Middle School Students

Research supports the idea that low-income Black and Brown students are prone to higher suspension rates and are more likely to be labeled "troublemakers" for exhibiting the same behaviors as their White peers (Morgan, 2021). Middle school (6-8th grade) is an essential time, particularly for Black and Brown students, because they face many challenges during this period (Duong et al., 2019). Teachers building relationships with Black and Brown middle school students from low-income households is more likely to result in the students improving their grades and attendance and feeling like they belong in school. This extended literature review synthesizes the literature to examine the challenges to teacher-student relationship building and strategies to overcome these challenges. Building relationships with students of color can be difficult for teachers with implicit biases, which can affect how they discipline students. There are measures that schools can take to help establish a positive school culture and student-teacher relationships, such as restorative justice (RJ) and positive behavior interventions and supports (PBIS). Implementing RJ and PBIS helps prevent the school-to-prison pipeline, mostly affecting low-income Black and Brown students. Additionally, teachers experiencing compassion fatigue can also lead to a failure in establishing positive relationships with students, as it can be emotionally draining for the teacher. Furthermore, some teachers may be more inclined to build relationships with students they share similarities with than with those who are different from them. Literature suggests ways teachers can build relationships with students, such as greeting students at the door, using the two-by-ten method, and praising students. This extended literature review enhances our understanding of the importance of building relationships with Black and Brown low-income students, which can lead to increased attendance and academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]