Influence of problematic child-teacher relationships on futurepsychiatric disorder: population survey with 3-yearfollow-up

BackgroundTeacher-pupil relationships have been found to mediate behavioural,social and psychological outcomes for children at different agesaccording to teacher and child report but most studies have beensmall.AimsTo explore later psychiatric disorder among children with problematicteacher-pupil re...

Full description

Saved in:
Bibliographic Details
Published in:British journal of psychiatry 2013-05, Vol.202 (5), p.336-341
Main Authors: Lang, lain A, Marlow, Ruth, Goodman, Robert, Meltzer, Howard, d, Tamsin
Format: Article
Language:English
Subjects:
Behavior
Bullying
Children
Children & youth
Classrooms
Conduct disorder
Education
Families & family life
Learning
Mental disorders
Mental health
Peers
Polls & surveys
Psychiatry
Psychopathology
Questionnaires
Students
Teachers
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:BackgroundTeacher-pupil relationships have been found to mediate behavioural,social and psychological outcomes for children at different agesaccording to teacher and child report but most studies have beensmall.AimsTo explore later psychiatric disorder among children with problematicteacher-pupil relationships.MethodSecondary analysis of a population-based cross-sectional survey ofchildren aged 5-16 with a 3-year follow-up.ResultsOf the 3799 primary-school pupils assessed, 2.5% of parents reportedproblematic teacher-pupil relationships; for secondary-school pupils(n=3817) this rose to 6.6%. Among secondary-schoolpupils, even when children with psychiatric disorder at baseline wereexcluded and we adjusted for baseline psychopathology score, problematicteacher-pupil relationships were statistically significantly related tohigher 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 pupilswere similar but non-significant at this level of adjustment.ConclusionsThis study underlines the need to support teachers and schools to developpositive relationships with their pupils.
ISSN:0007-1250
1472-1465
DOI:10.1192/bjp.bp.112.120741