Teachers often report a lack of training on effective ways to support the emotional needs of children. Working in schools where students experience poverty and/or low student achievement can be stressful for teachers. This study examined the impact of child–teacher relationship training (CTRT) on teachers’ professional quality of life, social justice attitudes, attitudes aligned with the values of CTRT, attitudes about trauma-informed care, and the ability to demonstrate the CTRT skills in the classroom. The results indicate that the intervention had an impact on teachers’ attitudes about trauma-informed care, attitudes aligned with the values of CTRT, and ability to demonstrate the CTRT skills in their classrooms. Limitations, directions for future research, and implications for school-based play therapists and school counselors are discussed.

Professional development programs and interventions that focus on helping teachers work sensitively with culturally diverse students can help raise teachers' awareness about school climate, academic environment, and cultural values. In-depth analysis of all data collected through semistructured interviews revealed Child Teacher Relationship Training (CTRT) contributed to raising teachers' cultural awareness. The main findings include diversity, personal values, cultural awareness, impact of the training, and attuned relationships. Limitations, future research, and implications of the findings are discussed.