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Cultivating Compassionate Relationships in Difficult Classrooms

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Title: Cultivating Compassionate Relationships in Difficult Classrooms
Language: English
Authors: Reva Mathieu, Duaa Alzahrani, Kara E. McGoey
Source: Communique. 2025 54(3):32-35.
Availability: National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Peer Reviewed: N
Page Count: 4
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Student Behavior, Behavior Problems, Special Education Teachers, Altruism, Students with Disabilities, Crisis Management, Teacher Behavior, Feedback (Response)
ISSN: 0164-775X
Abstract: Special educators who teach students with significant behavioral challenges may encounter frequent classroom crises. In these moments, they may feel overwhelmed, drained, or even reactive, as they navigate environments that may trigger a fight or flight response. Humble and compassionate approaches can lay the foundation for meaningful collaboration in these demanding and challenging educational settings.
Abstractor: As Provided
Entry Date: 2025
Access URL: https://www.nasponline.org/resources-and-publications/cq-archive
Accession Number: EJ1487327
Database: ERIC
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  Value: <anid>AN0188517723;[10uj]01nov.25;2025Oct10.02:24;v2.2.500</anid> <title id="AN0188517723-1">Cultivating Compassionate Relationships in Difficult Classrooms </title> <hd id="AN0188517723-2">Special educators who teach students with significant behavioral challenges may encounter frequent classroom crises. In these moments, they may feel overwhelmed, drained, or even reactive, as they navigate environments that may trigger a fight or flight response. Humble and compassionate approaches can lay the foundation for meaningful collaboration in these demanding and challenging educational settings.</hd> <p> <bold>mrs. langley's classroom</bold> has experienced numerous student behavioral crises over the last several months. With an influx of students who struggle with severe emotional dysregulation, there has been a substantial increase in behaviors such as elopement attempts, aggression (e.g., hitting, throwing objects), and self-injurious behaviors (e.g., headbanging, skin picking). It has been difficult to implement behavioral plans consistently because of staff turnover, lack of time for training, and frequent crisis-level incidents that often derail daily classroom routines and instruction.</p> <p>The school psychologist, Dr. Bloom, recently developed a positive behavior support plan for one student, Malik, who presents with intense dysregulation resulting in aggression towards others and elopement attempts from the classroom. Based on a review of Malik's progress monitoring data, Dr. Bloom has concerns about implementation fidelity, as data has not been taken consistently. To better understand barriers to implementation, she stopped by the classroom. Malik immediately threw a binder, yelled, and attempted to hit Ms. Jordan, one of the two paraprofessionals in the classroom. Mrs. Langley had to stop instruction and support Ms. Jordan.</p> <p>The second paraprofessional, Mr. John, tried to keep the other students busy with an alternate activity, but they did not have enough support to continue with instruction. Soon, other students began displaying dysregulated behaviors, including pacing, aggression, self-injury attempts, and yelling. The classroom environment was tense, with the educational staff clearly focused on maintaining safety, and students feeling uneasy with the change in programming and disruption to their routine. Dr. Bloom also noticed that Mrs. Langley seemed frustrated about the unannounced observation.</p> <p>After the class seemed to settle and the students were working on a free-choice activity for a few moments, Dr. Bloom attempted to engage Mrs. Langley regarding the implementation of the behavior plan. Mrs. Langley immediately responded with, "I do not have time for this right now. I have to get our next activity ready and find a backup plan in case it can't be carried out."</p> <p>At the end of the day, Dr. Bloom returned to Mrs. Langley's classroom. Clearly frustrated, Mrs. Langley shared that the team had not had adequate training or time to implement the plan with fidelity. She also expressed visible concern about the well-being of her students and staff and frustration about Dr. Bloom showing up unannounced. Mr. John added that the team had been provided with limited consultation, and there was a lack of follow-through on the training for the new behavior plan. Mrs. Langley said she felt there was a disconnect between the daily demands of the classroom and what was provided as a plan. She stated, "We're drowning."</p> <p>Ms. Jordan, the newly assigned paraprofessional, reported still adjusting to the physical and emotional demands of the setting. She expressed feeling overwhelmed and unprepared for the level of crisis management required across multiple students. She also mentioned that she didn't think that she would return the next year if she had to work in this classroom or a similar classroom again.</p> <p>Dr. Bloom left feeling frustrated and disappointed in herself for the way that she internally judged the educational team without a full picture of what was happening in the classroom. While she recognized that the recommendations for Malik were appropriate and evidence-based, after spending additional time in the classroom, she now also understood the importance of aligning those recommendations with the realities of the environment. Reflecting on her role, Dr. Bloom acknowledged the need to be more mindful of how she engaged with the educational staff, what she was recommending, and how she was supporting those recommendations. Now more fully aware of the challenges that the educational team members were facing, she was committed to offering support in a way that would ease their burden rather than contribute to additional stress.</p> <hd id="AN0188517723-3">Supporting Challenging Classrooms</hd> <p>Special education teachers who serve students with complex behavioral needs often face classrooms characterized by frequent and intense crises. These high-stakes environments can lead to emotional exhaustion, reactivity, and burnout as educators operate in prolonged states of heightened stress ([<reflink idref="bib3" id="ref1">3</reflink>]). This can significantly diminish the capacity to engage in problem-solving and collaboration ([<reflink idref="bib13" id="ref2">13</reflink>]).</p> <p>In classrooms experiencing frequent crises, heightened emotions and persistent stress may leave individuals feeling as though they are in a constant state of fight or flight. As a result, the quality of educational support and classroom stability may decline, further compounding student and staff distress. In such settings, school psychologists can play a critical role in fostering support and building community and resilience. By approaching collaboration with humility and compassion, school psychologists can help create psychologically safe partnerships with special educators and paraprofessionals, which is a key element for improving service delivery and staff well-being ([<reflink idref="bib14" id="ref3">14</reflink>]).</p> <hd id="AN0188517723-4">Humility</hd> <p>To be <emph>humble</emph> means "freedom from pride and arrogance" ([<reflink idref="bib10" id="ref4">10</reflink>]). For school psychologists, humility involves acknowledging personal limitations, respecting others' expertise, and valuing the insights of other professionals.</p> <p>In educational settings involving complex crises, humility means recognizing the firsthand knowledge teachers and paraprofessionals bring to supporting students with challenging behavior and, at times, concurrent significant mental health needs ([<reflink idref="bib11" id="ref5">11</reflink>]). Given that teachers often have the most sustained contact with students, a humble school psychologist listens to their perspectives, integrates their insights, and avoids positioning themselves as the sole expert.</p> <p>Humility fosters trust and collaboration ([<reflink idref="bib5" id="ref6">5</reflink>]). Instead of directing, a humble practitioner collaborates, asks thoughtful questions, and engages in shared problem-solving. They recognize the value of each team member's contribution and remain open to input that improves outcomes for students. This approach shifts consultation from a top-down model to an inclusive, person-centered partnership.</p> <p>During times of prolonged classroom stress or crisis, humility becomes even more important. Emotions may run high, and communication can break down. A humble school psychologist maintains a calm, supportive stance, recognizing that educators may be emotionally and physically depleted. Rather than leading with critique or immediately offering solutions, they listen first, validate experiences, and ask what support is needed. This mindset helps avoid assumptions and promotes a coconstructed understanding informed by those closest to the situation.</p> <hd id="AN0188517723-5">Compassion</hd> <p>The English word "compassion" comes from the Latin word "compassio" which literally translates as "to suffer with" ([<reflink idref="bib9" id="ref7">9</reflink>]). When you demonstrate compassion, you recognize that someone may be having a difficult time and choose to engage in actions to support that person.</p> <p>In times of crisis, compassion extends beyond kind words; it is deeply connected to intentional actions that acknowledge another person's distress and seek to alleviate it through presence, support, and understanding. When a colleague is struggling, compassion-based behaviors might involve engaging in actions related to perspective-taking or simply providing a nonjudgmental space to be seen and heard. Such behaviors can also establish trust and reduce stress. As a school psychologist, the ability to walk in someone else's shoes and sit with them during their challenges enhances your capacity to support teachers and paraprofessionals during times of crisis.</p> <p>Demonstrating compassion also shows that you understand each person is unique in their experiences and needs ([<reflink idref="bib16" id="ref8">16</reflink>]). This becomes particularly critical during high-stress or crisis situations when team members may feel overwhelmed or emotionally taxed at different levels and require different supports. In these moments, your calm presence, empathetic engagement, and nonreactive, nonjudgmental support can have a ripple effect, stabilizing teams and modeling emotionally intelligent support.</p> <p>Both humility and compassion are embodied in two critical responsibilities of school psychologists as consultants: giving and receiving feedback. Receiving feedback involves listening with openness, reflecting without defensiveness, and viewing input from others as an opportunity for growth. Giving feedback means delivering information in a clear, respectful, and supportive way. Compassionate feedback balances honesty with empathy, aiming to strengthen collaboration and improve outcomes.</p> <hd id="AN0188517723-6">Receiving Feedback</hd> <p>Arguably, one of the first broad skills to consider when entering a difficult situation that may involve a crisis is, you guessed it, listening! It may sound simple, but this is often overlooked. Before offering solutions, it is critical to create space for others to share their experiences and emotions. As school psychologists, especially in crisis situations, there can be an understandable urge to immediately fix or resolve the issue quickly. However, jumping to solutions without fully understanding the context may do more harm than good. Instead, take a moment to place yourself in the other person's position and consider what it might feel like to experience their reality on a daily basis.</p> <p>Table 1 provides examples of behaviors associated with effectively receiving feedback from others during times of crisis and examples of how Dr. Bloom might employ them.</p> <p>TABLE 1. Receiving Feedback</p> <p> <ephtml> <table><thead><tr><th align="left">BEHAVIOR</th><th align="center">RATIONALE</th><th align="center">EXAMPLE</th></tr></thead><tbody><tr><td>Listen actively and empathically.</td><td>This reduces uncertainty, improves understanding, and enhances message comprehension and retention (<xref ref-type="bibr" rid="bibr18">Weinstein & Itzchakov, 2025</xref>).</td><td>Dr. Bloom makes eye contact, nods, paraphrases to ensure she understands what she heard, considers her tone, and uses open body language.</td></tr><tr><td>Tell the person you will take notes and why.</td><td>This prevents potential discomfort by clarifying that the notes are for collaboration and reflection and not for evaluation or to catch anyone doing something wrong.</td><td>"I'm going to jot down some notes while we talk so I can remember what's working well and where we might need to adjust. This isn't about catching mistakes or to criticize, it's to make sure I fully understand your perspective and the needs of the classroom."</td></tr><tr><td>Ask the person to share their understanding of the experience.</td><td>Crisis is a unique experience for each individual. Asking questions about how someone experienced the situation promotes person-centered dialogue and enhances understanding.</td><td>"Can you tell me how you experienced the events last week?" This type of question allows for better understanding of the teacher's emotional and professional perspective on a recent behavioral incident.</td></tr><tr><td>Treat the person as an expert in their field.</td><td>Recognizing the expertise of others fosters mutual respect and supports collaborative problem-solving.</td><td>"I know that you know these students well; you are with them every day. Can you share with me what has been working and what challenges you've been noticing?"</td></tr><tr><td>Take turns speaking, and take care not to interrupt, cut off, or talk over the speaker.</td><td>This promotes active listening, shows respect for the feedback being offered, and models professionalism and compassion.</td><td>Dr. Bloom says things like "I see" or "I understand" to demonstrate attention but does not interrupt. She asks follow up questions for better understanding or clarification.</td></tr><tr><td>Make empathic statements.</td><td>Empathy can make difficult conversations flow better and can help move the conversation toward shared goals (<xref ref-type="bibr" rid="bibr1">Back & Arnold, 2013</xref>). It can also show an authentic attempt to understand the challenging experience and the well-being of all involved, including the educational staff (<xref ref-type="bibr" rid="bibr6">Law et al., 2024</xref>).</td><td>"I can see that you are all working within a very challenging environment and the plan is not yielding the results we were hoping for."</td></tr><tr><td>Acknowledge feedback.</td><td>Open discussions about feedback show responsiveness and can be a critical step in repairing or strengthening professional relationships (<xref ref-type="bibr" rid="bibr4">Knight, 2016</xref>; <xref ref-type="bibr" rid="bibr8">Levy-Chajmovic & Tishby, 2024</xref>).</td><td>"Thank you for sharing that some parts of the plan may not be suitable for this class. Would you be open to a meeting to discuss revision ideas?"</td></tr><tr><td>Ask follow-up questions.</td><td>Clarifying ensures you understand the feedback before responding and reduces the likelihood of biased or inaccurate interpretations.</td><td>"Can you tell me more about what you mean when you said the plan isn't working in this classroom environment?"</td></tr><tr><td>Reflect.</td><td>Reflection is essential for effective learning and problem-solving. It helps the individual assess, process, and respond appropriately to feedback, promoting personal and professional growth (<xref ref-type="bibr" rid="bibr15">Sargeant et al., 2009</xref>).</td><td>Dr. Bloom consults her notes and thinks back on the conversation to identify patterns, key concerns, and underlying needs expressed by the educational staff. As she reviews, she might say to herself, "What common concerns am I noticing across the team members? How can I respond in a way that validates their concerns while maintaining the integrity of the intervention plan?" She then uses these insights to develop a thoughtful, collaborative action plan to move forward.</td></tr><tr><td>Appreciate feedback.</td><td>Expressing genuine appreciation for feedback encourages further communication, collaboration, and growth in the professional relationship.</td><td>"Thank you for taking the time to meet with me and for sharing your concerns. This has really helped me to better understand the needs of the students and your needs as the educators who support them."</td></tr><tr><td>Implement feedback and follow up.</td><td>Implementing feedback shows respect for others' perspectives, builds trust, and promotes a culture of continuous improvement and shared accountability.</td><td>Dr. Bloom revises the plan with the team based on their input and concerns. She checks in frequently to review how the changes are working and what she can do to continue to support the classroom.</td></tr></tbody></table> </ephtml> </p> <hd id="AN0188517723-7">Giving Feedback</hd> <p>While listening and gathering input from others is a critical component of effective collaboration, there will also be times when it is necessary to provide information and deliver feedback to colleagues. Doing so with humility and compassion helps foster trust, respect, and shared commitment to student success and outcomes within crisis environments. Table 2 outlines strategies for giving feedback, the rationale behind them, and provides examples of how Dr. Bloom might engage in these behaviors.</p> <p>TABLE 2. Giving Feedback</p> <p> <ephtml> <table><thead><tr><th align="left">BEHAVIOR</th><th align="center">RATIONALE</th><th align="center">EXAMPLE</th></tr></thead><tbody><tr><td>Use a supportive and compassionate tone.</td><td>Compassionate and constructive feedback supports a positive supervisory relationship and improves receptivity to feedback (<xref ref-type="bibr" rid="bibr7">LeBlanc et al., 2020</xref>).</td><td>"I really appreciate the effort you're putting into this plan. I know it's not easy, and I want to work together to make it feel more manageable for all of you."</td></tr><tr><td>Provide ongoing feedback.</td><td>Frequent, immediate feedback improves skill acquisition and maintenance (<xref ref-type="bibr" rid="bibr12">Parsons et al., 2012</xref>).</td><td>"I'd like to check in to see what's working and where we might need to adjust. What's the best way to do that for you—email, quick chats, or scheduled check-ins?"</td></tr><tr><td>Provide positive and behavior-specific feedback.</td><td>Starting with positive points makes corrective feedback more acceptable and reduces discomfort and anxiety for the recipient and deliverer (<xref ref-type="bibr" rid="bibr2">Henley & DiGennaro Reed, 2015</xref>). Behavior-specific praise increases desired behaviors more effectively than general praise.</td><td>"You've done an excellent job consistently implementing positive reinforcement to students throughout the day. Those supports are critical. Let's now look at how we can strengthen transitions during group time."</td></tr><tr><td>Deliver corrective feedback privately when possible.</td><td>Delivering feedback privately (when possible) and respectfully increases acceptability and reduces defensiveness.</td><td>"I'd like to talk through some of my observations with you and hear your thoughts on how the plan is fitting with the classroom routine. When is a good time to chat?"</td></tr><tr><td>Invite questions regarding the feedback.</td><td>Bidirectional feedback strengthens supervisory rapport and improves outcomes (<xref ref-type="bibr" rid="bibr17">Turner et al., 2016</xref>).</td><td>"Does this feedback make sense to you? Is there anything you'd like me to clarify or something I might have missed from your perspective?"</td></tr><tr><td>Compromise.</td><td>Compromising allows multidisciplinary teams to leverage diverse perspectives and expertise to create comprehensive and effective support systems for students, ultimately leading to improved outcomes.</td><td>"I understand you feel the reinforcement schedule is too frequent to manage during instruction. What if we try a longer interval that still aligns with the behavior goals and revisit the data next week to see if that's effective?"</td></tr></tbody></table> </ephtml> </p> <hd id="AN0188517723-8">Takeaways</hd> <p>Demonstrating compassion and humility in your work with educational staff experiencing long-term crisis communicates that you value relationships and shared humanity as much as technical expertise and outcomes. When school psychologists approach their roles with humility and compassion, especially during times of difficulty, they help cultivate a school culture rooted in connection, dignity, and collaborative care.</p> <p>This mindset is especially vital when working within the emotionally complex areas of special education and behavioral intervention. Within these environments, trust and psychological safety are essential. Practicing with compassion and humility does not mean avoiding accountability or difficult conversations; rather, it means entering those conversations with care, kindness, authenticity, and a sincere willingness to understand others' experiences and perspectives. By prioritizing compassionate and humble communication, school psychologists can create environments where educators feel supported, valued, and open to growth, even amid stress or uncertainty.</p> <ref id="AN0188517723-9"> <title> REFERENCES </title> <blist> <bibl id="bib1" type="bt">1</bibl> <bibtext> Back, A. L., & Arnold, R. M. (2013). "Isn't there anything more you can do?" When empathic statements work, and when they don't. Journal of Palliative Medicine, 16 (11), 1429-1432. https://doi.org/10.1089/jpm.2013.0193</bibtext> </blist> <blist> <bibl id="bib2" type="bt">2</bibl> <bibtext> Henley, A. J., & DiGennaro Reed, F. D. (2015). Should you order the feedback sandwich? Efficacy of feedback sequence and timing. Journal of Organizational Behavior Management, 35 (3–4), 321-335. https://doi.org/10.1080/01608061.2015.1093057</bibtext> </blist> <blist> <bibl id="bib3" idref="ref1" type="bt">3</bibl> <bibtext> Jennings, M., Deeny, P., & Tizzard-Kleister, K. (2020). Acts of care: Applied drama, sympathetic presence, and person-centered nursing. In A., McClelland, N., Nicholson, & A., Balfour (Eds.), Performing care (pp. 187-203). Manchester University Press. https://doi.org/10.7765/9781526146816.00022</bibtext> </blist> <blist> <bibl id="bib4" type="bt">4</bibl> <bibtext> Knight, Z. G. (2016). Art of psychotherapy: Case studies, processes and techniques. Nova Science Publishers, Inc.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref6" type="bt">5</bibl> <bibtext> Kirby, M. S., Spencer, T. D., & Spiker, S. T. (2022). Humble behaviorism redux. Behavior and Social Issues, 31 (1), 133-158. https://doi.org/10.1007/s42822-022-00092-4</bibtext> </blist> <blist> <bibl id="bib6" type="bt">6</bibl> <bibtext> Law, V., Turner, L. B., & Brewer, A. T. (2024). Using peer-led behavioral skills training to teach trainees active and empathic listening skills in a virtual environment. Behavior Analysis in Practice. https://doi.org/10.1007/s40617-024-00954-w</bibtext> </blist> <blist> <bibl id="bib7" type="bt">7</bibl> <bibtext> LeBlanc, L. A., Taylor, B. A., & Marchese, N. V. (2020). The training experiences of behavior analysts: Compassionate care and therapeutic relationships with caregivers. Behavior Analysis in Practice, 13 (2), 387-393. https://doi.org/10.1007/s40617-019-00368-z</bibtext> </blist> <blist> <bibl id="bib8" type="bt">8</bibl> <bibtext> Levy-Chajmovic, M., & Tishby, O. (2024). Therapists' responsiveness in the process of ruptures and resolution: Are patients and therapists on the same page? Psychotherapy Research, 35 (1), 42-53. https://doi.org/10.1080/10503307.2024.2303318</bibtext> </blist> <blist> <bibl id="bib9" idref="ref7" type="bt">9</bibl> <bibtext> Merriam-Webster. (n.d.-a). Compassion. In Merriam-Webster.com dictionary. Retrieved June 23, 2025, from https://<ulink href="http://www.merriam-webster.com/dictionary/compassion">www.merriam-webster.com/dictionary/compassion</ulink></bibtext> </blist> <blist> <bibtext> Merriam-Webster. (n.d.-b). Humility. In Merriam-Webster.com dictionary. Retrieved June 23, 2025, from https://<ulink href="http://www.merriam-webster.com/dictionary/humility">www.merriam-webster.com/dictionary/humility</ulink></bibtext> </blist> <blist> <bibtext> Neuringer, A. (1991). Humble behaviorism. The Behavior Analyst, 14 (1), 1-13, https://doi.org/10.1007/BF03392543</bibtext> </blist> <blist> <bibtext> Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-based staff training: A guide for practitioners. Behavior Analysis in Practice, 5 (2), 2-11. https://doi.org/10.1007/bf03391819</bibtext> </blist> <blist> <bibtext> Rajaraman, A., Austin, J. L., Gover, H. C., Cammilleri, A. P., Donnelly, D. R., & Hanley, G. P. (2022). Toward trauma–informed applications of behavior analysis. Journal of Applied Behavior Analysis, 55 (1), 40-61. https://doi.org/10.1002/jaba.881</bibtext> </blist> <blist> <bibtext> Rohrer, J. L., Marshall, K. B., Suzio, C., & Weiss, M. J. (2021). Soft skills: The case for compassionate approaches or how behavior analysis keeps finding its heart. Behavior Analysis in Practice, 14 (4), 1135-1143. https://doi.org/10.1007/s40617-021-00563-x</bibtext> </blist> <blist> <bibtext> Sargeant, J. M., Mann, K. V., van der Vleuten, C. P., & Metsemakers, J. F. (2009). Reflection: a link between receiving and using assessment feedback. Advances in Health Sciences Education, 14 (3), 399-410. https://doi.org/10.1007/s10459-008-9124-4</bibtext> </blist> <blist> <bibtext> Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2018). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12 (3), 654-666. https://doi.org/10.1007/s40617-018-00289-3</bibtext> </blist> <blist> <bibtext> Turner, L. B., Fischer, A. J., & Luiselli, J. K. (2016). Towards a competency-based, ethical, and socially valid approach to the supervision of applied behavior analytic trainees. Behavior Analysis in Practice, 9 (4), 287-298. https://doi.org/10.1007/s40617-016-0121-4</bibtext> </blist> <blist> <bibtext> Weinstein, N., & Itzchakov, G. (2025). Empathic listening satisfies speakers' psychological needs and well-being, but doesn't directly deepen solitude experiences: A registered report. Journal of Experimental Social Psychology, 117, 1-13. https://doi.org/10.1016/j.jesp.2024.104716</bibtext> </blist> </ref> <aug> <p>By Reva Mathieu; Duaa Alzahrani and Kara E. Mcgoey</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib13" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib14" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib10" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib11" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib16" firstref="ref8"></nolink>
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  Data: Special educators who teach students with significant behavioral challenges may encounter frequent classroom crises. In these moments, they may feel overwhelmed, drained, or even reactive, as they navigate environments that may trigger a fight or flight response. Humble and compassionate approaches can lay the foundation for meaningful collaboration in these demanding and challenging educational settings.
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  Data: <link linkTarget="URL" linkTerm="https://www.nasponline.org/resources-and-publications/cq-archive" linkWindow="_blank">https://www.nasponline.org/resources-and-publications/cq-archive</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1487327
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1487327
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 4
        StartPage: 32
    Subjects:
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Altruism
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Crisis Management
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
    Titles:
      – TitleFull: Cultivating Compassionate Relationships in Difficult Classrooms
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Reva Mathieu
      – PersonEntity:
          Name:
            NameFull: Duaa Alzahrani
      – PersonEntity:
          Name:
            NameFull: Kara E. McGoey
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0164-775X
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Communique
              Type: main
ResultId 1