The COVID-19 pandemic has potentially contributed to lasting change to elementary education for Black American families. Facing disproportionately adverse health outcomes and economic stressors, these families are continuing to engage in telelearning at higher rates than White American families (Horowitz, 2021). A critical factor influencing educational quality and student outcomes is teacher-student relationships, which have been relatively unexplored in telelearning environments (Arnesen et al., 2019). A central facet of the teacher-student relationship, teacher sensitivity to elementary student social, emotional, and academic needs has been variably linked to supportive outcomes, depending on students’ race, socioeconomic status, age, and ethnicity (Cornelius-White, 2007). This content analysis examines existing literature on teacher sensitivity, with a focus on cultural and contextual dimensions, to conceptualize teacher sensitivity for Black American elementary students within telelearning settings to advance understanding of its protective influence. A systematic search identified 60 relevant studies of teacher sensitivity and elementary telelearning published between 2017 and 2022. Articles were deductively coded to examine frequencies and descriptions of components of teacher sensitivity, the learning environment, and Black American elementary student experiences. During this process inductive codes related to distinctive components of teacher sensitivity were also identified. Quantitative and qualitative findings from coding revealed teacher sensitivity for Black American elementary students in the telelearning context prioritizes safety, fosters authentic and humanizing interactions, and emphasizes equitable and culturally relevant technology use. Implications for advancing research on teacher-student relationships and enhancing telelearning teaching practices to support Black American elementary students are discussed.