BACKGROUND: Teacher-pupil relationships have been found to mediate behavioural, social and psychological outcomes for children at different ages according to teacher and child report, but most studies have been small. AIMS: To explore later psychiatric disorder among children with problematic teacher-pupil relationships. METHOD: Secondary analysis of a population-based cross-sectional survey of children aged 5-16 with a 3-year follow-up. RESULTS: Of the 3799 primary-school pupils assessed, 2.5% of parents reported problematic teacher-pupil relationships; for secondary-school pupils (n = 3817) this rose to 6.6%. Among secondary-school pupils, even when children with psychiatric disorder at baseline were excluded and we adjusted for baseline psychopathology score, problematic teacher-pupil relationships were statistically significantly related to higher levels of psychiatric disorder at 3-year follow-up (odds ratio (OR) = 1.93, 95% CI 1.07-3.51 for any psychiatric disorder, OR = 3.00, 95% CI 1.37-6.58 for conduct disorder). Results for primary-school pupils were similar but non-significant at this level of adjustment. CONCLUSIONS: This study underlines the need to support teachers and schools to develop positive relationships with their pupils.
BACKGROUND: Teacher-pupil relationships have been found to mediate behavioural, social and psychological outcomes for children at different ages according to teacher and child report, but most studies have been small. AIMS: To explore later psychiatric disorder among children with problematic teacher-pupil relationships. METHOD: Secondary analysis of a population-based cross-sectional survey of children aged 5-16 with a 3-year follow-up. RESULTS: Of the 3799 primary-school pupils assessed, 2.5% of parents reported problematic teacher-pupil relationships; for secondary-school pupils (n = 3817) this rose to 6.6%. Among secondary-school pupils, even when children with psychiatric disorder at baseline were excluded and we adjusted for baseline psychopathology score, problematic teacher-pupil relationships were statistically significantly related to higher levels of psychiatric disorder at 3-year follow-up (odds ratio (OR) = 1.93, 95% CI 1.07-3.51 for any psychiatric disorder, OR = 3.00, 95% CI 1.37-6.58 for conduct disorder). Results for primary-school pupils were similar but non-significant at this level of adjustment. CONCLUSIONS: This study underlines the need to support teachers and schools to develop positive relationships with their pupils.
Authors: Judi Kidger; Tracey Stone; Kate Tilling; Rowan Brockman; Rona Campbell; Tamsin Ford; William Hollingworth; Michael King; Ricardo Araya; David Gunnell Journal: BMC Public Health Date: 2016-10-06 Impact factor: 3.295
Authors: Peter B Jones; Mina Fazel; Emma Soneson; Stephen Puntis; Nikki Chapman; Karen L Mansfield Journal: Eur Child Adolesc Psychiatry Date: 2022-02-17 Impact factor: 4.785
Authors: David Troy; Joanna Anderson; Patricia E Jessiman; Patricia N Albers; Joanna G Williams; Seamus Sheard; Emma Geijer-Simpson; Liam Spencer; Eileen Kaner; Mark Limmer; Russell Viner; Judi Kidger Journal: BMC Public Health Date: 2022-03-17 Impact factor: 3.295
Authors: Judi Kidger; Rhiannon Evans; Kate Tilling; William Hollingworth; Rona Campbell; Tamsin Ford; Simon Murphy; Ricardo Araya; Richard Morris; Bryar Kadir; Aida Moure Fernandez; Sarah Bell; Sarah Harding; Rowan Brockman; Jill Grey; David Gunnell Journal: BMC Public Health Date: 2016-10-18 Impact factor: 3.295