<span>This research is focused on the teacher’s perspective of the dyadic relationship between teachers and othered students—students who are traditionally disregarded and/or are considered outside of the norm (Borrero et al., 2012). The study at hand is limited to this dyad, but is crucial for the understanding of what behaviors, social and emotional intelligence competencies, and practices make a teacher good at reaching othered students beyond the mere academics of doing school. The role of a teacher within the confines of schooling is changing because schools have become institutions involved in socialization, </span><span>motivation, and adapting to change (i.e., preparing students for societal reform) rather than outlets for the exchange of information. On the basis of this relationship, both participants may effectively give and receive care, compassion, and psychological safety, or not. Our findings included teachers 1) learning about a student’s negative life event(s), 2) experiencing career satisfaction, 3) feeling and displaying empathy, 4) varying pedagogy, 5) taking initiative in helping, 6) caring, and 7) providing students with comfort. Implications for teacher training, continuing development, and a developmental scale are explored.</span>
