Background and Aim: This study aimed to predict adolescents' high-risk behaviors based on teachers' leaderships styles and the quality of teacher-student relationships.

Methods: The research method was descriptive-correlational. The statistical population consisted of male high school students in Yazd during the 2023-2024 academic year, from which 120 participants were selected via multi-stage cluster sampling. Participants completed Hersey and Blanchard's Leadership Style Questionnaire, Murray and Zvoch's Teacher-Student Relationship Inventory, and a high-risk behaviors questionnaire. Data were analyzed using Pearson's correlation coefficient and multiple regression analysis in SPSS version 20.

Results: The findings revealed that a directive leadership style and alienation in the teacher-student relationship were positive and significant predictors of high-risk behaviors. In contrast, a participative leadership style and a positive teacher-student relationship were negative and significant predictors of such behaviors. Persuasive and delegative styles, as well as the trust component, did not show significant predictive power.

Conclusion: The final model explained approximately 48% of the variance in high-risk behaviors. The results emphasize the importance of reducing authoritarian management styles, strengthening participative approaches, and enhancing the emotional quality of teacher-student relationships as school-based strategies for preventing adolescent high-risk behaviors.