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P. 39
the importance of the social and emotional competencies of educational staff
Beekhoven, S., & Dekkers, H. P. J. M. (2005). Early school leaving in the
lower vocational track. Triangulation of qualitative and quantitative
data. Adolescence, 40(157), 197–214.
Birch, S. H., & Ladd, G. W. (1996). Interpersonal relations in the school en-
vironment and children’s early school adjustment: The role of teach-
er and peers. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation:
Understanding children’s school adjustment (pp. 199–225). New York:
Cambridge University Press. Retreived from: https://books.google.si/
books?id=C_k_bl5-twMC&pg=PA197&source=gbs_toc_r&cad=4#v=onep-
age&q&f=false
Bowlby, J. (1969) Attachment and loss: Vol 1. Attachment. New York: Basic
Books.
Bridgeland, J., DiIulio, J., & Morison (2006). The silent epidemic: Perspectives of
high school dropouts. Civic Enterprises, LLC, Washington.
Bryk, A. S., & Schneider, B. (2004). Trust in schools: A core resource for im-
provement. Contemporary Sociology, 33(3), 368–369.
CASEL (2013). 2013 CASEL Guide: Effective Social and Emotional Learning
Programs. Preschool and Elementary School Edition. Chicago, IL:
CASEL.
Clandinin, D. J., Steeves, P., Li, Y., Mickelson, J. R. Buck, G. Pearce, M., ...
Huber, M. (2010). Composing lives: A narrative account into the experienc-
es of youth who left school early. Retrieved from https://www.researchgate.
net /publ ic at ion /265306620_C omposi ng _ L ives _ A _ Na r r at ive _ Accou nt _
into_the_Experiences_of_Youth_Who_Left_School_Early_1
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are
effective: A meta-analysis. Review of Educational Research, 77(1), 113–143.
Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). Intergenerational bonding
in school: The behavioral and contextual correlates of student-teacher re-
lationships. Sociology of Education, 77(1), 60–81.
Curby, T. W., Rimm-Kaufman, S. E., & Ponitz, C. C. (2009). Teacher–child
interactions and children’s achievement trajectories across kindergarten
and first grade. Journal of Educational Psychology, 101, 912–925.
Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived
social support and maladjustment for students at risk. Psychology in the
Schools, 39(3), 305–316.
Doumen, S., Koomen, H. M. Y., Buyse, E., Wouters, S., & Verschueren, K.
(2012). Teacher and observer views on student–teacher relationships:
39
Beekhoven, S., & Dekkers, H. P. J. M. (2005). Early school leaving in the
lower vocational track. Triangulation of qualitative and quantitative
data. Adolescence, 40(157), 197–214.
Birch, S. H., & Ladd, G. W. (1996). Interpersonal relations in the school en-
vironment and children’s early school adjustment: The role of teach-
er and peers. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation:
Understanding children’s school adjustment (pp. 199–225). New York:
Cambridge University Press. Retreived from: https://books.google.si/
books?id=C_k_bl5-twMC&pg=PA197&source=gbs_toc_r&cad=4#v=onep-
age&q&f=false
Bowlby, J. (1969) Attachment and loss: Vol 1. Attachment. New York: Basic
Books.
Bridgeland, J., DiIulio, J., & Morison (2006). The silent epidemic: Perspectives of
high school dropouts. Civic Enterprises, LLC, Washington.
Bryk, A. S., & Schneider, B. (2004). Trust in schools: A core resource for im-
provement. Contemporary Sociology, 33(3), 368–369.
CASEL (2013). 2013 CASEL Guide: Effective Social and Emotional Learning
Programs. Preschool and Elementary School Edition. Chicago, IL:
CASEL.
Clandinin, D. J., Steeves, P., Li, Y., Mickelson, J. R. Buck, G. Pearce, M., ...
Huber, M. (2010). Composing lives: A narrative account into the experienc-
es of youth who left school early. Retrieved from https://www.researchgate.
net /publ ic at ion /265306620_C omposi ng _ L ives _ A _ Na r r at ive _ Accou nt _
into_the_Experiences_of_Youth_Who_Left_School_Early_1
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are
effective: A meta-analysis. Review of Educational Research, 77(1), 113–143.
Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). Intergenerational bonding
in school: The behavioral and contextual correlates of student-teacher re-
lationships. Sociology of Education, 77(1), 60–81.
Curby, T. W., Rimm-Kaufman, S. E., & Ponitz, C. C. (2009). Teacher–child
interactions and children’s achievement trajectories across kindergarten
and first grade. Journal of Educational Psychology, 101, 912–925.
Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived
social support and maladjustment for students at risk. Psychology in the
Schools, 39(3), 305–316.
Doumen, S., Koomen, H. M. Y., Buyse, E., Wouters, S., & Verschueren, K.
(2012). Teacher and observer views on student–teacher relationships:
39
