The association between teacher distress and student mental health outcomes: a cross-sectional study using data from the school mental health survey.

IF 2.7 3区心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

BMC Psychology Pub Date : 2024-10-23 DOI:10.1186/s40359-024-02071-3

Vanessa De Rubeis, Ruth Repchuck, Jillian Halladay, Katherine T Cost, Lehana Thabane, Katholiki Georgiades

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引用次数: 0

Abstract

Background: Few studies have examined the inter-relationships between teacher and student mental health. We aimed to examine associations between teacher distress and student mental health difficulties and if student perceptions of school safety moderate these associations.

Method: Data from 23,568 students in grades 6-12 and 1,478 teachers from 268 schools participating in the School Mental Health Surveys in Ontario, Canada, were used. Three-level (student, classroom, school) multivariable linear regression models were fit to examine associations between teacher distress and student internalizing and externalizing symptoms by elementary (grades 6-8) and secondary (grades 9-12) school. Statistical interactions were used to evaluate effect modification.

Results: Small but statistically significant, positive associations were found between teacher distress and internalizing (b = 0.02; 95% CI [0.01, 0.04], p < 0.05) and externalizing symptoms (b = 0.03; 95% CI [0.01, 0.05], p < 0.001) among elementary students only. Student perceptions of school safety moderated the association between teacher distress and externalizing symptoms among elementary students, whereby the positive association was magnified among students reporting lower school safety.

Conclusions: Findings from this study highlight the importance of concurrently addressing the mental health needs of educators and students. School safety represents a modifiable target for prevention and intervention efforts in schools that could serve to promote student mental health and mitigate potential risk factors in schools.

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教师苦恼与学生心理健康结果之间的关联：利用学校心理健康调查数据进行的横断面研究。

背景：很少有研究探讨教师和学生心理健康之间的相互关系。我们旨在研究教师痛苦与学生心理健康困难之间的关联，以及学生对学校安全的看法是否会缓和这些关联：我们使用了加拿大安大略省参加学校心理健康调查的 268 所学校的 23568 名 6-12 年级学生和 1478 名教师的数据。通过拟合三个层次（学生、教室、学校）的多元线性回归模型，研究了小学（6-8 年级）和中学（9-12 年级）教师困扰与学生内化和外化症状之间的关联。统计交互作用用于评估效应修正：结果：教师困扰与学生内化之间存在微小但具有统计学意义的正相关（b = 0.02；95% CI [0.01，0.04]，p 结论：教师困扰与学生内化之间存在微小但具有统计学意义的正相关：这项研究的结果凸显了同时满足教育工作者和学生心理健康需求的重要性。学校安全是学校预防和干预工作的一个可改变的目标，它可以促进学生的心理健康，减少学校潜在的风险因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

BMC Psychology Psychology-Psychology (all)

CiteScore

3.90

自引率

2.80%

发文量

265

审稿时长

24 weeks

期刊介绍： BMC Psychology is an open access, peer-reviewed journal that considers manuscripts on all aspects of psychology, human behavior and the mind, including developmental, clinical, cognitive, experimental, health and social psychology, as well as personality and individual differences. The journal welcomes quantitative and qualitative research methods, including animal studies.