Sarah Harding1, Richard Morris2, David Gunnell2, Tamsin Ford3, William Hollingworth2, Kate Tilling2, Rhiannon Evans4, Sarah Bell2, Jillian Grey4, Rowan Brockman2, Rona Campbell2, Ricardo Araya5, Simon Murphy4, Judi Kidger2. 1. Population Health Sciences, Bristol Medical School, University of Bristol, Canynge Hall, 39 Whatley Road, Bristol BS8 2PS, England. Electronic address: sarah.harding@bristol.ac.uk. 2. Population Health Sciences, Bristol Medical School, University of Bristol, Canynge Hall, 39 Whatley Road, Bristol BS8 2PS, England. 3. University of Exeter Medical School, South Cloisters, St Luke's Campus, Exeter EX1 2LU, UK. 4. DECIPHer, School of Social Sciences, Cardiff University, 1-3 Museum Place, Cardiff CF10 3BD, UK. 5. London School of Hygiene and Tropical Medicine, Keppel Street, London WC1E 7HT, UK.
Abstract
BACKGROUND: Factors within the school environment may impact young people's mental health and wellbeing. The aim of this study was to understand the association between teacher and student mental health and wellbeing. Further, it seeked to identify possible explanations by examining whether the strength of any association is weakened once quality of teacher-student relationships, teacher presenteeism and absence are considered. METHODS: Cross-sectional data were collected from 3216 year 8 (aged 12-13 years) students and from 1182 teachers in 25 secondary schools in England and Wales. The association between teacher wellbeing (measured by Warwick Edinburgh Mental Wellbeing Scale (WEMWBS)) with student wellbeing (WEMWBS) and with student psychological distress (Total Difficulties Score (TDS)) was assessed using Random Effects Mixed Models. Analyses were repeated using teacher depression (measured by Patient Health Questionnaire) as the explanatory variable. RESULTS: Better teacher wellbeing was associated with i) better student wellbeing (standardised effect = 0·07, 95% CI = 0·02 to 0·12) and ii) lower student psychological distress (standardised effect = -0·10, 95% CI = -0·16 to -0·04). Teacher presenteeism and the quality of the teacher-student relationship appeared to be on the pathway of these relationships. Higher levels of teacher depressive symptoms were associated with poorer student wellbeing and psychological distress (standardised effect = -0·06, 95% CI = -0·11 to -0·01 & 0·09, 95% CI = 0·03 to 0·15). This association did not withstand adjustment for teacher presenteeism. LIMITATIONS: Cross sectional in design so unable to establish temporal associations. CONCLUSIONS: Associations were found between teacher wellbeing and student wellbeing and psychological distress. There were also an association between teacher depression and student wellbeing. Both may be partially explained by teacher presenteeism and quality of teacher-student relationships.
BACKGROUND: Factors within the school environment may impact young people's mental health and wellbeing. The aim of this study was to understand the association between teacher and student mental health and wellbeing. Further, it seeked to identify possible explanations by examining whether the strength of any association is weakened once quality of teacher-student relationships, teacher presenteeism and absence are considered. METHODS: Cross-sectional data were collected from 3216 year 8 (aged 12-13 years) students and from 1182 teachers in 25 secondary schools in England and Wales. The association between teacher wellbeing (measured by Warwick Edinburgh Mental Wellbeing Scale (WEMWBS)) with student wellbeing (WEMWBS) and with student psychological distress (Total Difficulties Score (TDS)) was assessed using Random Effects Mixed Models. Analyses were repeated using teacher depression (measured by Patient Health Questionnaire) as the explanatory variable. RESULTS: Better teacher wellbeing was associated with i) better student wellbeing (standardised effect = 0·07, 95% CI = 0·02 to 0·12) and ii) lower student psychological distress (standardised effect = -0·10, 95% CI = -0·16 to -0·04). Teacher presenteeism and the quality of the teacher-student relationship appeared to be on the pathway of these relationships. Higher levels of teacher depressive symptoms were associated with poorer student wellbeing and psychological distress (standardised effect = -0·06, 95% CI = -0·11 to -0·01 & 0·09, 95% CI = 0·03 to 0·15). This association did not withstand adjustment for teacher presenteeism. LIMITATIONS: Cross sectional in design so unable to establish temporal associations. CONCLUSIONS: Associations were found between teacher wellbeing and student wellbeing and psychological distress. There were also an association between teacher depression and student wellbeing. Both may be partially explained by teacher presenteeism and quality of teacher-student relationships.
Authors: Juan Pablo Zapata-Ospina; Daniel Felipe Patiño-Lugo; Claudia Marcela Vélez; Santiago Campos-Ortiz; Pablo Madrid-Martínez; Sebastián Pemberthy-Quintero; Ana María Pérez-Gutiérrez; Paola Andrea Ramírez-Pérez; Viviana María Vélez-Marín Journal: Rev Colomb Psiquiatr Date: 2021-06-05
Authors: L Lambert; M Joshanloo; J M Marquez; B Cody; T Arora; M Warren; L Aguilar; M Samways; S Teasel Journal: Int J Appl Posit Psychol Date: 2022-05-17
Authors: Nada Marić; Stefan Mandić-Rajčević; Nataša Maksimović; Petar Bulat Journal: Int J Environ Res Public Health Date: 2020-05-20 Impact factor: 3.390
Authors: Randy K Barker; Lori P Tuominen; Mimi Rappley Larson; Mary E Lee-Nichols; Gloria Eslinger; Kristine L Patterson; Shevaun L Stocker Journal: Int J Community Wellbeing Date: 2021-05-18