This article investigates the association between teachers providing academic support to their students and student's perceptions of their relationships with their teachers, with a focus on the role of geographical location. Utilising the Revised School Climate Measure, this pilot study surveyed 522 students across four Australian faith-based schools -- two urban, and two regional schools. The data were analysed using a combination of correlations, one-way MANOVA and binomial regression. The results indicate that academic support is a contributing factor to students in regional schools reporting stronger relationships with their teachers compared to their urban peers. This study provides a foundation for future research and could be replicated on a larger scale. The implications offer school leaders and policymakers additional information to help address areas of disadvantage within regional Australian schools, while also highlighting the need for further investigation in this area.