Today’s school environment involves more than just teaching; it also encompasses a social dynamic between teachers and students. Research has highlighted the value that teachers placeon this social component and the real importance of establishing deep connections with their students. However, studies have demonstrated that a significant number of students feel unsafe at school, which can adversely affect their academic performance. The goal of this systematic literature review was therefore to explore how students' perceptions of their relationships with teachers influence their sense of security and belonging, as well as how this affects their learning.

Sixteen scientific studies were selected, focusing on students' views towards their teachers. These were then analyzed using thematic analysis based on the theoretical frameworks of Martin Buber's philosophy of dialogue and Jonas Aspelins's relational pedagogy. After analyzing, three main themes emerged: “School culture and learning environment”, “Character and competence of teachers” and “Risk factors”. The findings revealed that a robust and inclusive school culture, characterized by clear pedagogical strategies, enhanced their sense of security. Additionally, desirable traits among teachers included empathy, accessibility, and permissiveness, with the latter also potentially boosting student motivation. The studies further identified risk factors,such as feelings of exclusion among students, lack of trust, and how a negative school environment can cause students to feel unsafe and also negatively affect their learning. The conclusion of the study emphasizes that relational pedagogy is essential for both educational development and student security, as well as placing significant demands on teachers. Therefore, teachers must be provided with the appropriate resources in terms of time and planning to meet the growing need among students to feel secure and protected. Arguably, these resources and training should be provided adequately during their education and throughout their employment.