This literature review examines the significance of teacher-child relationships on social adjustment and behaviour in school contexts. It draws on a range of research to explore the impact of the quality of teacher-child relationships. It identifies factors that enhance positive outcomes, such as high quality professional relationships, closeness (for girls in particular) and courteous behaviour. In addition it considers factors that detract from positive outcomes for both teacher and children. These include problem behaviour, conflict (especially for boys) and dependency. Suggestions for future research identified in the studies reviewed were included with an emphasis on the contributions of both teacher and child