Do profiles of relationships with peers and teachers matter for early adolescents' mental health?

Abstract

In schools, adolescents form relationships with both peers and teachers. Yet, research on the contribution of classroom relationships to adolescents' mental health has mainly focused on one relationship partner. This longitudinal study examined how positive and negative dimensions of peer and teacher-student relationships combine into relationship profiles (Objective 1) and how these profiles differ regarding mental health later on (Objective 2). A total of 828 fourth-to-sixth graders from 48 classes in 12 schools (53.6% girls; Wave 1: Mage = 10.61, SD = 0.90) completed peer nominations for the relationships dimensions (i.e., peer acceptance and rejection; teacher-student closeness and conflict) in fall 2018. In spring 2019, students provided self-reports on mental health outcomes (i.e., depressive symptoms and self-esteem). Multilevel latent profile analysis revealed four profiles. The “Typical Relationships Profile” (72%) showed moderate levels of both peer acceptance and rejection, and (very) low teacher–student closeness and conflict. The “Negative Relationships Profile” (4%) showed the least positive and most negative relationships. The “Negative Teacher Relationships Only Profile” (9%) showed low closeness and high conflict, moderate degrees of acceptance, and somewhat higher degrees of rejection. The “Positive Relationships Profile” (15%) showed the most positive and least negative relationships and demonstrated lower depressive symptoms than the “Negative Relationships Profile” and “Typical Relationships Profile”. Additionally, the “Positive Relationships Profile” showed higher self-esteem than the “Typical Relationships Profile”. Thus, positive relationships with both classmates and teachers were related to the most beneficial outcomes and should be targeted to promote mental health in early adolescents.