Students who experience teacher caring and high expectations (i.e., warm demand) are typically more engaged and successful at school. Yet, relative to White students, students of color tend to report lower levels of school social belonging and more distant relationships with their White teachers. Leveraging data from 179 6th-9th grade Measures of Effective Teaching project classroom videos, we tested whether teachers' facilitation of culturally responsive social relations was associated with higher warm demand, and whether these social relations moderated associations between race and warm demand. Results showed that teachers' promotion of culturally responsive social relations was associated with warm demand, and that this was magnified for White teachers in relation to their discipline practices. Findings suggest that taking a culturally responsive approach to facilitating classroom social relations is critical for teachers seeking to improve students' experiences of warm demand. [This paper was published in "Contemporary Educational Psychology" v76 Article 102241 2024.]