Afnan Ibrahim Abdelhafeez Ali
Teacher–student relationships (TSRs) are acknowledged as the bedrock of early childhood education’s capacity for learning and development; however, the role of TSRs in shaping student engagement in UAE kindergartens remains relatively unexplored. This qualitative research explores kindergarten teachers’ understandings of TSRs, the relational practices they use, and perceptions of student engagement and its relation to relationship quality in the culturally and linguistically diverse private school environments of the UAE. A total of 25 kindergarten teachers participated in semi-structured interviews, and thematic analyses were conducted using an inductivedeductive methodology. The analysis revealed two clusters of analytical domains: teacher relational practices (e.g., trust-building, emotional support, personalized support, adaptability, and positive reinforcement), and student engagement (e.g., participation, confidence, motivation, and willingness to take risks). Code cooccurrence patterns revealed that supportive relational practices were consistently linked to perceived engagement, especially with respect to anxiety reduction and increased participation. Teachers described engagement as a key factor in students’ feelings of emotional security and belonging. Therefore, the results place TSRs not only in relation to academic outcomes but also to the pedagogical and ethical aspects of kindergarten education in multicultural settings. The implications are considered for classroom practice, school leadership, and early childhood policy in the UAE.