Developmental Commentary: Individual and Contextual Influences on Student–Teacher Relationships and Children's Early Problem Behaviors

Abstract Understanding factors associated with children's early behavioral difficulties is of vital importance to children's school success, and to the prevention of future behavior problems. Although biological factors can influence the expression of certain behaviors, the probability of children exhibiting classroom behavior problems is intensified when they are exposed to multiple risk factors, particularly negative student–teacher interactions. Children who exhibit behavior problems during early childhood and the transition to kindergarten, without intervention, can be placed on a developmental trajectory for serious behavior problems in later grades. Using a developmental systems model, this commentary provides a conceptual framework for understanding the contributions of individual and contextual factors to the development of early student–teacher relationships. Parent, teacher, and student characteristics are discussed as they are related to shaping student–teacher interactions and children's adjustment to school. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B0600009 to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.