King's College London

Research portal

Influence of problematic child-teacher relationships on future psychiatric disorder: Population survey with 3-year follow-up

Research output: Contribution to journalArticle

Iain A. Lang, Ruth Marlow, Robert Goodman, Howard Meltzer, Tamsin Ford

Original languageEnglish
Pages (from-to)336-341
Number of pages6
JournalBritish Journal of Psychiatry
Volume202
Issue number5
DOIs
Publication statusPublished - 1 May 2013

King's Authors

Abstract

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.

View graph of relations

© 2018 King's College London | Strand | London WC2R 2LS | England | United Kingdom | Tel +44 (0)20 7836 5454