In order to further understand what educators can do - and are doing - to build strong relationships, Transforming Education (TransformEd) has produced a series of briefs or "stories from the field" that are intended to share student and educator perspectives about developing and sustaining strong relationships within the classroom and throughout the school. These briefs emerged after a series of visits to school campuses across the country in which students reported having strong social-emotional skills and favorable perceptions of the school environment. The goal of these visits was to learn directly from students, teachers, and administrators about the practices and supports being implemented that may be leading to more favorable school culture and stronger student social-emotional competencies and mindsets. The briefs are grounded in student, teacher, and leader voice; present the latest research on the importance of building strong connections in the classroom and school; and provide additional resources that school teachers and leaders can easily implement in their schools to foster stronger relationships with students, among students, and with staff. This second brief focuses on ways teachers can support positive peer interactions in the classroom, through intentional relationship-building and social perspective-taking. It discusses the research on the importance of strong peer relationships, the perspectives of educators and students in the schools TransformEd visited, and evidence-based best practices for building positive peer relationships. [For the first brief in the series, "Stories from the Field: Building Strong Teacher-Student Relationships in the Classroom," see ED601206.]