Abstract
English learners, African Americans, LatinX, low income students and other marginalized groups of students experience gaps in schooling outcomes due to limited opportunities to access a full and equitable public education, leading to an education debt (Ladson-Billings, 2013). One factor contributing to the education debt is poor student-teacher relationships. This mixed methods study examined student and teacher perceptions of teacher care and found that students value positive interactions with teachers. Findings also suggest that students are attuned to teacher attitudes and actions that communicate care, or a lack thereof, and react accordingly. Student perceptions of teacher attitudes and actions differed based on race, gender, sexual orientation and grade level. Finally, student data revealed that teacher attitudes and actions can impact student engagement.