<p>Gratitude is crucial in fostering positive interpersonal relationships and can be nurtured to strengthen the bond between teachers and students. Researchers have examined how gratitude is practiced in school settings and how these practices enhance the well-being of students and teachers. We conducted a meta-synthesis of existing qualitative studies to understand the role of gratitude in school settings, focusing on how teachers and students express and experience gratitude in their interactions. The research questions looked into how teachers and students express gratitude in the classroom and with what consequences. Analyzing ten qualitative studies, we identified four key themes related to gratitude expression in classrooms: gratitude-inducing teacher behaviors, gratitude-inducing student behaviors, perceived benefits of gratitude expression, and challenges associated with it. Our findings highlight the bidirectional nature of gratitude, emphasizing mutual efforts by teachers and students in building grateful relationships. The present study underscores the need for schools to cultivate gratitude practices, thereby promoting a positive educational environment.</p>