Editor: Dr. Mindith Rahmat, PsyD
Antioch University, United States
Call for Chapters
Proposals Submission Deadline: January 20, 2025
Full Chapters Due: February 17, 2025
Introduction
In an era marked by heightened global challenges, such as mental health crises, educational inequities, and evolving social and political dynamics, the importance of fostering well-being in the classroom has never been more critical. Emerging research underscores the value of relational teaching—an approach that emphasizes building authentic, compassionate, and inclusive connections within learning environments. Relational teaching goes beyond academic content delivery to create spaces where students feel supported, engaged, and empowered. Relational teaching is a transformative approach that prioritizes meaningful connections between educators and students, recognizing that relationships are foundational to learning and well-being. By fostering trust, empathy, and mutual respect, relational teaching creates a classroom environment where students feel safe, valued, and empowered to succeed academically, socially, and emotionally. By integrating theoretical insights, practical strategies, and case studies, this book seeks to illuminate how relational teaching can serve as a transformative framework to address student well-being holistically and gain a deeper understanding of the critical intersection between education and social-emotional development, fostering new pathways in theory, research, and practice.
Objective
This book aims to bridge the gap between research and practice by presenting a comprehensive collection of perspectives, case studies, and evidence-based strategies that highlight the transformative potential of relational teaching. By doing so, this book aims to: Deepen the understanding of the relationship between teaching practices and student well-being. Provide actionable frameworks for educators to implement relational teaching in diverse classroom settings. Address challenges in fostering relational teaching, including systemic barriers and the need for teacher self-care. Contribute to the growing body of literature on the intersection of education, mental health, and social-emotional learning. This book will serve as both a scholarly resource and a practical guide, empowering educators, administrators, and researchers to reimagine teaching practices through the lens of relationality and well-being.
Target Audience
This book is designed for a diverse audience that includes:
- Educators: Teachers at all levels, from K-12 to higher education, who are seeking innovative approaches to support their students’ well-being and academic success. School Administrators: Leaders looking to promote a school culture that values relational teaching and prioritizes well-being.
- Researchers and Academics: Scholars in the fields of education, psychology, and social-emotional learning who are interested in exploring the theoretical and empirical foundations of relational teaching.
- Educational Policy Makers: Stakeholders who influence policies and practices in education, with a focus on equity, inclusion, and mental health. Professional Development Providers: Organizations and trainers who support educators in implementing effective teaching practices.
Recommended Topics
- The Role of Empathy in Relational Teaching: How fostering empathy improves classroom well-being.
- Building Trust Between Educators and Students: Strategies for creating a safe and supportive classroom environment.
- Incorporating Social-Emotional Learning (SEL) into Relational Teaching: Bridging SEL principles with classroom well-being.
- The Impact of Relational Teaching on Student Mental Health: Evidence-based outcomes and interventions.
- Relational Approaches to Addressing Bullying and Peer Conflict: Cultivating a compassionate classroom culture.
- Teacher-Student Relationships and Academic Achievement: Examining the link between relational teaching and student success.
- Mindfulness Practices for Relational Teaching: Enhancing teacher presence and student engagement.
- The Neuroscience of Connection in the Classroom: How relationships influence learning and well-being.
- Trauma-Informed Relational Teaching: Supporting students with adverse childhood experiences (ACEs).
- Relational Teaching in Diverse Classrooms: Strategies for inclusivity and equity. Compassion-Focused Pedagogy (CFP) in Relational Teaching: Fostering warmth, compassion, and community in learning spaces.
- The Role of Teacher Self-Care in Relational Teaching: How teacher well-being impacts classroom dynamics.
- Active Listening as a Foundation for Relational Teaching: Techniques to improve communication and connection.
- Co-Creating Learning Environments with Students: Collaborative strategies for promoting classroom well-being.
- Relational Teaching and Student Autonomy: Encouraging self-regulation and independent learning.
- Using Narrative and Storytelling to Build Connections: How shared experiences foster relationships in education.
- Overcoming Barriers to Relational Teaching: Addressing challenges like large class sizes and systemic constraints.
- Relational Teaching and Conflict Resolution: Techniques for navigating and transforming classroom disputes.
- Relational Approaches to Teaching Students with Varying Abilities: Promoting equity and well-being through connection.
- Measuring the Impact of Relational Teaching on Classroom Well-Being: Assessment tools and methodologies.
Submission Procedure
Researchers and practitioners are invited to submit on or before January 13, 2025, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by January 20, 2025 about the status of their proposals and sent chapter guidelines. Full chapters of a minimum of 10,000 words (word count includes references and related readings) are expected to be submitted by February 17, 2025, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-anonymized review basis. Contributors may also be requested to serve as reviewers for this project.
All manuscripts and final drafts must be written in accordance with the APA 7th education style guide.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Enhancing Classroom Well-Being Through Relational Teaching. All manuscripts are accepted based on a double-anonymized peer-review editorial process.
All proposals should be submitted through the eEditorial Discovery® online submission manager.
Publisher
This book is scheduled to be published by IGI Global Scientific Publishing (formerly Idea Group Inc.), an international academic publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. IGI Global Scientific Publishing specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2025.
Important Dates
- January 13, 2025: Proposal Submission Deadline
- January 20, 2024: Notification of Acceptance
- February 17, 2025: Full Chapter Submission
- March 3, 2025: Review Results Returned
- April 10, 2025: Final Chapter Submission