Since the revelation of numerous cases of sexual violence and emotional abuse in educational institutions, pedagogy faces the challenge of re-examining the dynamics of distance and closeness in educational relationships. This involves clarifying ambiguous semantics and structures at the relational level that facilitate the crossing of appropriate boundaries. At the factual level of educational relationships, distances regarding content need to be bridged, as young people, particularly in the school context, cannot understand them without assistance. The book addresses concepts, structures, and contexts of educational relationships and provides answers to how much closeness is necessary in educating and teaching so that children can acquire sufficient knowledge and skills on their path to adulthood and experience social attention and support.