Is teachers' mental health and wellbeing associated with students' mental health and wellbeing?
Is teachers' mental health and wellbeing associated with students' mental health and wellbeing?
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DOI：
10.1016/j.jad.2019.03.046
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发表时间：
2019-06-15
影响因子：
6.6
通讯作者：
Kidger, Judi
中科院分区：
文献类型：
--
作者：
Harding, Sarah;Morris, Richard;Kidger, Judi
背景：学校环境中的因素可能会影响青少年的心理健康和福祉。本研究的目的是了解教师和学生的心理健康和幸福之间的关系。此外，它试图通过检查任何关联的强度是否被削弱，一旦师生关系的质量，教师出勤和缺勤被考虑，确定可能的解释。方法：收集了英格兰和威尔士25所中学的3215名8年级（12-13岁）学生和1182名教师的横断面数据。采用随机效应混合模型评估教师幸福感（由华威爱丁堡心理健康量表（WEMWBS）测量）与学生幸福感（WEMWBS）和学生心理困扰（总困难评分（TDS））之间的关系。以教师抑郁（以患者健康问卷测量）作为解释变量进行重复分析。结果：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= -0.12,95% CI = 0.18至- 0.05）相关。教师出勤率和师生关系的质量似乎在这些关系的路径上。教师抑郁症状水平越高，学生的幸福感和心理困扰越差（标准化效应= - 0.06,95% CI = - 0.11至- 0.01和0.10,95% CI = - 0.03, 0.16）。这种联系经受不住教师出勤的调整。局限性：设计是横断面的，因此无法建立时间联系。结论：教师幸福感、学生幸福感与心理困扰存在关联。教师抑郁和学生幸福感之间也存在关联。教师出勤率和师生关系质量可以部分解释两者的关系。
Background: 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.Methods: Cross-sectional data were collected from 3215 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.Results: Better teacher wellbeing was associated with (i) better student wellbeing (standardised effect = 0.07, 95% CI = 0.02-0.12) and (ii) lower student psychological distress (standardised effect = - 0.12, 95% CI = 0.18 to - 0.05). 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 and 0.10, 95% CI = - 0.03, 0.16). This association did not withstand adjustment for teacher presenteeism.Limitations: Cross sectional in design so unable to establish temporal associations.Conclusions: Associations were found between teacher wellbeing and student wellbeing and psychological distress. There was also an association between teacher depression and student wellbeing. Both may be partially explained by teacher presenteeism and quality of teacher-student relationships.