Influence of the teacher-student relationship in childhood conduct problems: A prospective study

TLDR

The study examined how the quality of the teacher‑student relationship influences children’s subsequent aggression levels. It used a sample of 61 second‑ and third‑grade children nominated and rated by teachers as aggressive. Findings showed modest stability and low agreement in teacher‑child relationship ratings, that these ratings predicted future aggression (both teacher‑rated and peer‑rated), and that positive relationships were especially protective for children with rejecting parenting histories.

Abstract

Abstract Examined the influence of the quality of the teacher-student relationship on children's subsequent levels of aggression in a sample of 61 second and third-grade children nominated and rated by teachers as aggressive. The stability of teachers' and children's reports of relationship quality across academic years was in the low to moderate range. Teachers and children showed little agreement in their reports of relationship quality. Teachers' and children's reports of relationship quality in Year 1 ( Y l ) predicted teacher-rated aggression the following year, controlling for Y1 ratings of aggression. Teachers' reports of relationship quality across Y1 and Y2 predicted peer-rated aggression, but not teacher-rated aggression, in Y3, controlling for Yl aggression. Consistent with a buffering role for teacher-student relationships, a positive teacher-student relationship was of greatest benefit to children whose mothers reported rejecting parenting histories. We discuss implications for school-based prevention programs.