性別互動為青少年亟欲探索的領域，高職綜合職能科教師對學生在性別互動之認知、人際技能、情感限制也在持續交手著，因而師生們的實際交手經驗為何，亟待瞭解。本研究採質性研究法，深度訪談三位特教現場教師，旨在瞭解教師陪伴學生性別互動歷程中的看見、感覺、教導、困境與資源尋求。研究結果發現教師在持續互動後看見學生的情感需求，也覺察學生在性別情感互動之判斷力和技巧的不足，還看見父母對其子女在性別互動機會之侷限。教師面對性別互動情事有能「同理的案例」，也有「未能全然同理」之情況，其性別情感教育的專業知能、價值和刻板印象，總是千絲萬縷纏繞著教師的作為。教師碰到性別互動議題，多採取事後處遇式教學，而較少有事前預防式的系統教學。因而教師檢視在性別互動教學效益尚不足，也顯出在性別平等教育課綱的架構下，情感教育的責任為誰仍待釐清，及情感教育資源系統亦亟待建立。

The purpose of the study is to explore teachers’ interaction experience in romantic relationships with students in special classes of vocational high school. An in-depth interview was conducted to collect data. The results reveal that three teachers were aware of their students with special needs lacking adaptability and social skills about gender interaction, and also that the teachers noticed parents’ limiting the interaction opportunities of their teens with disabilities. When facing students’ gender behaviors, teachers do not always have sympathetic attitudes. Teachers’ attitude of gender stereotypes and professional preparation is are also inextricably entangled. They take more interventive strategies than preventive education when dealing with students’ gender interaction affairs. Teachers admit their teaching effect was inadequate They wonder who should be in charge of the responsibilities of affective education and claim that an affective education resources system should be set up