Farmer T. W. Lines M. M. Hamm J. V. (2011). Revealing the invisible hand: The role of teachers in children's peer experiences. J. Appl. Dev. Psychol. 32, 247–256. 10.1016/j.appdev.2011.04.006
Hendrickx M. M. H. G. Mainhard T. Oudman S. Boor-Klip H. J. Brekelmans M. (2017). Teacher behavior and peer liking and disliking: The teacher as a social referent for peer status. J. Educ. Psychol. 109, 546–558. 10.1037/edu0000157
Huber C. Gerullis A. Gebhardt M. Schwab S. (2018). The impact of social referencing on social acceptance of children with disabilities and migrant background: An experimental study in primary school settings. Eur. J. Spec. Needs Educ. 33, 269–285. 10.1080/08856257.2018.1424778
Juvonen J. Lessard L. M. Rastogi R. Schacter H. L. Smith D. S. (2019). Promoting social inclusion in educational settings: Challenges and opportunities. Edu. Psych. 54, 250–270. 10.1080/00461520.2019.165564527820152
Ladd G. W. Troop-Gordon W. (2003). The role of chronic peer difficulties in the development of children's psychological adjustment problems. Child Dev. 74, 1344–1367. 10.1111/1467-8624.0061114552402
Roorda D. L. Zee M. Koomen H. M. Y. (2021). Don't forget student-teacher dependency! A meta-analysis on associations with students' school adjustment and the moderating role of student and teacher characteristics. Attach Hum Dev. 23, 490–503. 10.1080/14616734.2020.175198732338138
Sabol T. J. Pianta R. C. (2012). Recent trends in research on teacher–child relationships. Attach Hum Dev. 14, 213–231. 10.1080/14616734.2012.67226222537521
Sette S. Gasser L. Grütter J. (2020). Links between teachers' liking of students, peer inclusion, and students' academic achievement: A two-wave longitudinal study. J. Youth Adolesc. 49, 747–756. 10.1007/s10964-019-01048-531161273
Verschueren K. Koomen H. M. Y. (2012). Teacher–child relationships from an attachment perspective. Attach Hum Dev. 14, 205–211. 10.1080/14616734.2012.67226022537520