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Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing?

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Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? / Harding, Sarah; Evans, Rhiannon; Morris, Richard; Gunnell, David; Ford, Tamsin; Hollingworth, William; Tilling, Kate; Bell, Sarah; Grey, Jill; Brockman, Rowan; Campbell, Rona; Araya, Ricardo; Murphy, Simon; Kidger, Judi.

In: Journal of Affective Disorders, Vol. 242, 01.2019, p. 180-187.

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Harding, Sarah ; Evans, Rhiannon ; Morris, Richard ; Gunnell, David ; Ford, Tamsin ; Hollingworth, William ; Tilling, Kate ; Bell, Sarah ; Grey, Jill ; Brockman, Rowan ; Campbell, Rona ; Araya, Ricardo ; Murphy, Simon ; Kidger, Judi. / Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing?. In: Journal of Affective Disorders. 2019 ; Vol. 242. pp. 180-187.

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@article{8abb4ef64c26418cab56b30dfed3b3e5,
title = "Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing?",
abstract = "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 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.RESULTS: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.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 were also an association between teacher depression and student wellbeing. Both may be partially explained by teacher presenteeism and quality of teacher-student relationships.",
author = "Sarah Harding and Rhiannon Evans and Richard Morris and David Gunnell and Tamsin Ford and William Hollingworth and Kate Tilling and Sarah Bell and Jill Grey and Rowan Brockman and Rona Campbell and Ricardo Araya and Simon Murphy and Judi Kidger",
year = "2019",
month = "1",
doi = "10.1016/j.jad.2018.08.080",
language = "English",
volume = "242",
pages = "180--187",
journal = "Journal of Affective Disorders",
issn = "0165-0327",
publisher = "North-Holland Publishing Company",

}

RIS - suitable for import to EndNote

TY - JOUR

T1 - Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing?

AU - Harding, Sarah

AU - Evans, Rhiannon

AU - Morris, Richard

AU - Gunnell, David

AU - Ford, Tamsin

AU - Hollingworth, William

AU - Tilling, Kate

AU - Bell, Sarah

AU - Grey, Jill

AU - Brockman, Rowan

AU - Campbell, Rona

AU - Araya, Ricardo

AU - Murphy, Simon

AU - Kidger, Judi

PY - 2019/1

Y1 - 2019/1

N2 - 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 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.RESULTS: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.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 were also an association between teacher depression and student wellbeing. Both may be partially explained by teacher presenteeism and quality of teacher-student relationships.

AB - 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 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.RESULTS: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.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 were also an association between teacher depression and student wellbeing. Both may be partially explained by teacher presenteeism and quality of teacher-student relationships.

UR - http://www.scopus.com/inward/record.url?scp=85052613765&partnerID=8YFLogxK

U2 - 10.1016/j.jad.2018.08.080

DO - 10.1016/j.jad.2018.08.080

M3 - Article

VL - 242

SP - 180

EP - 187

JO - Journal of Affective Disorders

JF - Journal of Affective Disorders

SN - 0165-0327

ER -