The emotional exclusion of a positive relationship can have profound effects on a student's achievement. Hughes and Chen, 2011, as cited in Liberante, L. (2012) state that “teacher-student interactions influence…students' academic achievement and behaviors. Positive, supportive relationships between teachers and students ultimately foster a sense of belonging” (p. 278). Through the use of a positive student-teacher relationship, a student's achievement can increase dramatically and the emotional benefits can give the student a sense of worth. Another vital aspect of a successful student-teacher relationship is how teachers can meet the expectations set by their students. Reitz, T. (2001) “Students identified many qualities that they believe are necessary to have a positive relationship with their teachers… The first quality is rule setting… Another quality is respect… The final quality is connection emotional that students want to establish with their teachers. This includes the teacher sharing personal information about himself” (p.107-108). What Reitz is trying to convey is that students have some exceptions in terms of teachers and if a teacher is unable to meet these standards, then a student may feel threatened or emotionally disconnected from their teacher, which could potentially harm one successful student-teacher.