This review responds to a number of questions, including: What is known about teacher-student relationships? What about teacher-student relationships makes them effective and successful? How do effective relationships ensure that teachers and students can face the daily challenges in todays’ education systems and also in wider society? How might these relationships contribute to future proofing our societies against the global crises that have become our collective reality? Discourses related to relationships are often used as though there are collective understandings. However, much of the praxis—the policies, pedagogies, and testing regimes—found in learning institutions still protect and privilege some students over others, and the gaps in education and society continue to widen. This bibliography will show that teacher-student relationships continue to be widely researched; that early philosophical understandings grounded in relationships of equality and freedom have intergenerational interest and traction; and that relationships can take many forms, with some forms of teacher-student relationships resulting in more productive outcomes than others, and some forms actually doing harm. The scholars included in this entry are engaging in the types of relationships where “critical” questions increasingly sit at the forefront of learning and schooling. They are interested in contexts for learning where all learners are respected and able to bring their own experiences, their solutions, and their potential to the table, and from which collective growth and benefit can ensue. Among this common thread there is a diversity of worldviews, with knowledge that may yet be untried or untested. These citations provide insights into the kinds of teacher-student relationships that can help us learn more deeply about the profession by beginning with the self.