Relationships Between Special Educators and Students With Emotional and Behavioral Disabilities: A Grounded Theory Analysis

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Friendship and Support Networks

Abstract

This qualitative, Straussian grounded theory study examined the perceptions of special educators regarding building relationships with their secondary students with Emotional and Behavioral Disabilities (EBD). The researcher collected data through 16 semistructured interviews with special educators. The resulting substantive theory centers on a core category (i.e., central phenomenon) of five teacher-students relationship skills situated within a context of cultural congruence. Participants identified five skills critical to building relationships with secondary students with EBD: (1) being authentic, (2) seeing students as a person, (3) being consistently flexible, (4) establishing relational boundaries, and (5) delimiting transparency. Insight gained from this study lead to recommendations for teacher education, school-based interventions, national policy, and future research areas.

Authors

• Brian W Ernest, Montana State University - Billings

• Elisabeth K. Rice, The George Washington University