Population Health Sciences, Bristol Medical School, University of Bristol, Canynge Hall, 39 Whatley Road, Bristol BS8 2PS, England.
Population Health Sciences, Bristol Medical School, University of Bristol, Canynge Hall, 39 Whatley Road, Bristol BS8 2PS, England.
J Affect Disord. 2019 Jan 1;242:180-187. doi: 10.1016/j.jad.2018.08.080. Epub 2018 Aug 17.
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.
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.
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.
Cross sectional in design so unable to establish temporal associations.
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.
学校环境中的因素可能会影响年轻人的心理健康和幸福感。本研究旨在了解教师和学生心理健康和幸福感之间的关联。此外，通过检查教师-学生关系质量、教师出勤和缺勤是否会削弱任何关联的强度，来确定可能的解释。
从英格兰和威尔士的 25 所中学收集了 3216 名 8 年级（12-13 岁）学生和 1182 名教师的横断面数据。使用随机效应混合模型评估教师幸福感（用华威-爱丁堡心理健康量表（WEMWBS）衡量）与学生幸福感（WEMWBS）和学生心理困扰（总困难得分（TDS））之间的关联。使用教师抑郁（用患者健康问卷衡量）作为解释变量重复分析。
更好的教师幸福感与 i）更好的学生幸福感（标准化效应=0.07，95%CI=0.02-0.12）和 ii）更低的学生心理困扰（标准化效应=-0.10，95%CI=-0.16 至-0.04）相关。教师出勤和师生关系质量似乎是这些关系的途径。较高水平的教师抑郁症状与较差的学生幸福感和心理困扰相关（标准化效应=-0.06，95%CI=-0.11 至-0.01 和 0.09，95%CI=0.03 至 0.15）。这种关联在调整教师出勤后就不再存在。
横断面设计，因此无法建立时间关联。
发现教师幸福感与学生幸福感和心理困扰之间存在关联。教师抑郁与学生幸福感也存在关联。两者可能部分由教师出勤和师生关系质量解释。
