Educational staff and teachers in (pre-)school educational institutions identify children's conspicuous behaviour as the biggest trigger for increased workload (Fröhlich-Gildhoff, Rönnau-Böse & Tinius, 2020; Keller et al., 2018). A high workload can have a negative impact on learning and development processes as well as the establishment of positive relationships between children and educational staff in both preschool and school settings (Becker-Stoll, 2018; Fröhlich-Gildhoff, Rönnau-Böse & Tinius, 2020). Especially in inclusive classes, the perceived workload of teachers is high due to conspicuous pupil behaviour (Keller et al., 2018). In order to ensure successful pre-school care and inclusive schooling for all learners, there is a lack of suitable educational measures (Hennemann et al., 2015). These should be preventative and integrated into everyday life and adapted to the given context so that they can improve children's learning and development processes (Fröhlich-Gildhoff, Rönnau-Böse & Tinius, 2020; Luder, 2019).

Studies from the USA (e.g. Bowring & Toogood, 2019; Cook et al., 2018) indicate that the preventive and everyday integrated pedagogical measure Positive Greetings at the Door (PGD, Cook et al., 2018) contributes to improving the relationship between learners and teachers and pedagogical staff. It can also contribute to the proactive reduction of conspicuous behaviour of students in the school environment (e.g. Cook et al., 2018). The extent to which these study findings can also be transferred to educational institutions in Germany has not yet been empirically investigated.

As part of the doctoral project, the current state of research on various greeting methods in educational contexts will first be presented in a scoping review. Subsequently, empirical studies will be conducted to investigate the effects of PGD on the quality of relationships between children and teachers in different (pre-)school educational institutions in order to draw implications for practice.