This review explores the impact of teacher–student relationships on teacher wellbeing, focusing on the Transactional Model of Stress and Coping. It argues that teachers have a basic need for relatedness with students, and that their internalized mental representations of these relationships influence their emotional responses and long-term wellbeing. These representations, which include both domain-specific and relationship-specific models, guide teachers' behaviors and emotional reactions in interactions with students. The review highlights that poor relationships can lead to negative emotions and stress, while positive relationships contribute to wellbeing. It also discusses how teachers' mental representations of relationships may mediate or moderate the effects of student misbehavior on their stress and burnout. The review notes that while there is some evidence linking teacher–student relationships to teacher wellbeing, few studies have directly tested these propositions. Future research should explore the role of mental representations in shaping teachers' emotional responses and wellbeing, as well as the influence of student misbehavior on these representations. The review emphasizes the importance of understanding teacher–student relationships for improving teacher wellbeing and school environments.This review explores the impact of teacher–student relationships on teacher wellbeing, focusing on the Transactional Model of Stress and Coping. It argues that teachers have a basic need for relatedness with students, and that their internalized mental representations of these relationships influence their emotional responses and long-term wellbeing. These representations, which include both domain-specific and relationship-specific models, guide teachers' behaviors and emotional reactions in interactions with students. The review highlights that poor relationships can lead to negative emotions and stress, while positive relationships contribute to wellbeing. It also discusses how teachers' mental representations of relationships may mediate or moderate the effects of student misbehavior on their stress and burnout. The review notes that while there is some evidence linking teacher–student relationships to teacher wellbeing, few studies have directly tested these propositions. Future research should explore the role of mental representations in shaping teachers' emotional responses and wellbeing, as well as the influence of student misbehavior on these representations. The review emphasizes the importance of understanding teacher–student relationships for improving teacher wellbeing and school environments.