This study explored how secondary teachers develop healthy, caring bonds with their students and thus nurture healthy emotional and social development in young people. Two teachers were interviewed and observed in the classroom, and four students exhibiting high-risk behavior and four parents were also interviewed. The teachers were a 39-year-old female junior high school social studies teacher in her first year of teaching and a 38-year-old male high school biology teacher with 6 years of experience. Findings revealed that both teachers showed commitment to fostering students' social and emotional development, and both recognized that their interactions with students influence student self-esteem and self-worth. The two teachers had distinct styles for bonding with students--one used quality one-to-one time with meaningful or responsive dialogue and the other used self-disclosure through dialogue. Intrapersonal qualities are discussed, including genuineness, androgyny, inner locus of control, flexibility and adaptability, humor, enthusiasm, and nonjudgmental stance. Interpersonal skills discussed include communication, empowerment, problem-solving, conflict resolution, and respectfulness. The teachers' sources of revitalization were identified as: the rewards of teaching, intrapsychic coping mechanisms, and support from the workplace. Appendices contain data from student interviews and interview outlines. (Contains 17 references.) (JDD)