[Adam, F., Hlebec, V., Kavčič, M., Lamut, U., Mrzel, M., Podmenik, D., Poplas-Susič, T., Rotar-Pavlič, D. & Švab, I., 2012. Kvalitativno raziskovanje v interdisciplinarni perspektivi. Inštitut za razvojne in strateške analize, Ljubljana.]Search in Google Scholar
[Archambault, I., Vandenbossche-Makombo, J. & Fraser, S. L., 2017. Students’ Oppositional Behaviors and Engagement in School: The Differential Role of the Student-Teacher Relationship. Journal of Child and Family Studies 26 (2), 1702–1712.]Search in Google Scholar
[Bešter, R. & Medvešek, M., 2007. Education of the Roma Children in Slovenia: Evaluation of the Education Policy Defined in National Action Plan on Social Inclusion. In M. Komac & R. Varga (eds.) Social Inclusion of Roma: Stories from Finland, Slovakia, Slovenia and Portugal. Inštitut za narodnostna vprašanja, Ljubljana; Regionalna razvojna agencija Mura, Murska Sobota, 129–183.]Search in Google Scholar
[Bešter, R. & Medvešek, M., 2016. Medkulturne kompetence učiteljev. Sodobna pedagogika 67 (2), 26–44.]Search in Google Scholar
[Bešter, R. & Pirc, J., 2020. Impact of Remote Learning during the Covid-19 Lockdown on Roma Pupils in Slovenia. Treatises and Documents, Journal of Ethnic Studies 85, 139–164, DOI: 10.36144/RiG85.dec20.139-164.]Search in Google Scholar
[Chakir, K. & Peček, M., 2014. “Praksa je eno, teorija drugo” – mar res?: stališča študentov o inkluziji. In T. Devjak (ed.) Sodobni pedagoški izzivi v teoriji in praksi. Pedagoška fakulteta, Ljubljana, 19–36.]Search in Google Scholar
[Chiu, M. M., Chow, B. W. Y., McBride, C. & Mol, S. T., 2016. Students’ Sense of Belonging at School in 41 Countries: Cross-Cultural Variability. Journal of Cross-Cultural Psychology 47 (2), 175–196.]Search in Google Scholar
[Cornelius-White, J., 2007. Learner-Centered Teacher-Student Relationships Are Effective: A Meta-Analysis. Review of Educational Research 77 (1), 113–143.]Search in Google Scholar
[Furrer, C. & Skinner, E., 2003. Sense of Relatedness as a Factor in Children’s Academic Engagement and Performance. Journal of Educational Psychology 95 (1), 148–162.]Search in Google Scholar
[Government of the Republic of Slovenia, 2017. Priloga k nacionalnemu programu ukrepov Vlade Republike Slovenije za Rome za obdobje 2017–2021. Government of the Republic of Slovenia, Ljubljana.]Search in Google Scholar
[Hamre, B. K. & Pianta, R. C., 2001. Early Teacher-Child Relationships and the Trajectory of Children’s School Outcomes through Eight Grade. Child Development 72 (2), 625–638.]Search in Google Scholar
[Juvonen, J., 2006. Sense of Belonging, Social Bonds, and School Functioning. In P. A. Alexander & P. H. Winnie (eds.) Handbook of Educational Psychology. Lawrence Erlbaum Associates Publishers, London, 655–674.]Search in Google Scholar
[Koščak, T., 2015. Počutje romskih otrok v osnovni šoli v Grosupljem. Magistrsko delo. Univerza v Ljubljani, Fakulteta za družbene vede, Ljubljana.]Search in Google Scholar
[Kovač, L., 2021. Počutje romskih otrok v osnovni šoli in njihove zaznave odnosov z vrstniki in učitelji. Magistrsko delo. Univerza v Mariboru, Filozofska fakulteta, Maribor.]Search in Google Scholar
[Krek, J. & Vogrinc, J., 2005. Znanje slovenskega jezika kot pogoj šolskega uspeha učencev iz jezikovno in kulturno različnih ter socialno deprivilegiranih družin – primer začetnega opismenjevanja romskih učencev. Sodobna pedagogika 56 (2), 118–126.]Search in Google Scholar
[Lesar, I., 2009. Šola za vse? Ideja inkluzije v šolskih sistemih. Pedagoška fakulteta, Ljubljana.]Search in Google Scholar
[Lesar, I., 2013a. Izzivi pedagogike pri vpeljevanju inkluzivnosti v šolski sistem. Sodobna pedagogika 64 (2), 76–95.]Search in Google Scholar
[Lesar, I., 2013b. Razmislek o vzpostavljanju bolj pravičnega šolskega sistema na konceptu treh R-jev (3 R). Šolsko polje 5/6 (24), 89–113.]Search in Google Scholar
[Lesar, I. & Dežman, E., 2012. Problematika šolanja romskih učencev – strokovna priporočila in izkušnje učiteljic. Socialna pedagogika 16 (3), 203–226.]Search in Google Scholar
[Marengo, D., Jungert, T., Iotti, N. O., Settanni, M., Thornberg, R. & Longobardi, C., 2018. Conflictual Student-Teacher Relationship, Emotional and Behavioral Problems, Prosocial Behavior, and their Associations with Bullies, Victims, and Bullies/Victims. Educational psychology 38 (9), 1201–1217.]Search in Google Scholar
[McCormick, M. & O’Connor, E., 2014. Teacher-Child Relationship Quality and Academic Achievement in Elementary School: Does Gender Matter? Journal of Educational Psychology 107 (2), 502–516.]Search in Google Scholar
[Medveš, Z., Kodelja, Z., Mažgon, J., Ermenc, K. S., Peček, M., Lesar, I., Pevec Grm, S., Štraus, M. & Klarič, T., 2008. Prispevek poklicnega in strokovnega izobraževanja k pravičnosti in socialni vključenosti. Sodobna pedagogika 59 (5), 74–94.]Search in Google Scholar
[Ministry of Education and Sport, 2004. Strategija vzgoje in izobraževanja Romov v Republiki Sloveniji, 2004. Ministry of Education and Sport, Ljubljana.]Search in Google Scholar
[Moritz Rudasill, K., Reio, T. G., Stipanovic, N. & Taylor, J. E., 2010. A Longitudinal Study of Student-Teacher Relationship Quality, Difficult Temperament, and Risky Behavior from Childhood to Early Adolescence. Journal of School Psychology 48 (5), 389–412.]Search in Google Scholar
[Obsuth, I., Murray. L., Knoll, M., Ribeaund, D. & Eisner, M., 2021. Teacher-Student Relationships in Childhood as a Protective Factor against Adolescent Delinquency Up to Age 17: A Propensity Score Matching Approach. Crime & Delinquency 69 (4), 727–755.]Search in Google Scholar
[O’Connor, E. E., Dearing, E. & Collins, B. A., 2011. Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School. American Educational Research Journal 48 (1), 120–162.]Search in Google Scholar
[OECD, 2015. Do Teacher-Student Relations Affect Students’ Well-Being at School?. PISA in Focus 50. OECD Publishing, Paris.]Search in Google Scholar
[Ottová-Jordan, V., Smith, O. R. F., Augustine, L., Gobina, I., Rathmann, K., Torsheim, T., Mazur, J., Välimaa, R., Cavallo, F., Jericek Klanscek, H., Vollebergh, W., Meilstrup, C., Richter, M., Moor, I. & Ravens-Sieberer, U., 2015. Trends in Health Complaints from 2002 to 2010 in 34 Countries and Their Association with Health Behaviours and Social Context Factors at Individual and Macro-Level. European Journal of Public Health 25 (2), 83–89.]Search in Google Scholar
[Peček, M. & Lesar, I., 2006. Pravičnost slovenske šole: mit ali realnost. Založba Sophia, Ljubljana.]Search in Google Scholar
[Peček, M., Čuk, I. & Lesar, I., 2006. Učitelji o Romih v slovenski osnovni šoli. Socialna pedagogika 10 (2), 137–168.]Search in Google Scholar
[Peček, M. & Munda, M., 2015. Odnos sošolcev in učiteljev do romskih učencev v osnovnih šolah v Mariboru. Dve domovini / Two Homelands 41, 163–176.]Search in Google Scholar
[Peklaj, C. & Pečjak, S., 2015. Psihosocialni odnosi v šoli. Znanstvena založba Filozofske fakultete, Ljubljana.]Search in Google Scholar
[Puklek Levpušček, M. & Zupančič, M., 2009. The Role of Parental Involvement, Teachers’ Behavior, and Students’ Motivational Beliefs about Math. Journal of Early Adolescence 29 (4), 541–570.]Search in Google Scholar
[Uslu, F. & Gizir, S., 2016. School Belonging of Adolescents: The Role of Teacher-Student Relationships, Peer Relationships and Family Involvement. Educational Sciences: Theory and Practice 17 (1), 63–82.]Search in Google Scholar
[Vonta, T. & Jager, J., 2013. Uspešnost romskih učencev v slovenskih osnovnih šolah. Pedagoški inštitut, Ljubljana.]Search in Google Scholar