This study utilized a qualitative approach to understand how school counselor and teacher dispositions toward and relationships with newcomer students shaped their educational practices. A total of five high school counselor and teacher participants shared their personal insights and lived experiences for this qualitative study. Findings from the educator participants' narratives were examined through the theoretical framework lens of humanistic theory, including Abraham Maslow's Hierarchy of Needs and Carl Rogers' person-centered approach. Three themes emerged during data analysis: (1) Compassionate, Approachable, and Inclusive Educators Utilize a Whole Student Approach to Create Humanistic Educational Safe Spaces, (2) Educators Engage in Aware, Sensitive, and Responsive Educational Practices to Cultivate Student-Educator Relationships in Humanistic Educational Safe Spaces, and (3) Student-Educator Social Buffers Enrich Newcomer Experiences Through Asset-Based Advocacy Within and Beyond the School Community. Although newcomer students experienced social, emotional, and physical stressors and fears from being in a new and unfamiliar country and school environment, the presence of compassionate, approachable, and inclusive educators who engaged in aware, sensitive, and responsive educational practices cultivated newcomer student-educator relationships and student-educator social buffers enriched newcomer experiences through asset-based advocacy within and beyond the school community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]