The Classroom Ripple Effect: Social and Academic Pathways Linking Student–Teacher Conflict to Mental Health Problems

Abstract

Recent literature has increasingly emphasized the role of classroom climate in influencing children's mental health, recognizing the classroom as a pivotal context that can either support or hinder students’ psychological development, emotional well-being, and academic achievement. In this context, the teacher plays a central role. However, peer relationships are equally essential. This study examined the serial mediating role of social preference and academic performance in the relationship between student–teacher conflict and mental health. A total of 954 students (46.9% girls; Mage = 8.68, SD = 1.10) and 76 of their teachers (93% women; Mage = 47.81, SD = 9.16) from 12 Italian elementary schools participated in the study. The teachers completed the Student–Teacher Relationship Scale, the Strengths and Difficulties Questionnaire, and a demographic questionnaire about themselves and the students. Students were nominated by their classmates, and academic performance was assessed by grade point average (GPA). Correlation analysis showed that greater student–teacher conflict is associated with decreases in social preference and GPA. In addition, student–teacher conflict is positively related to mental health problems and lower levels of social preference, and GPA is associated with increased mental health problems. A serial mediation analysis revealed that social preference and academic achievement partially mediate the relationship between student–teacher conflict and mental health. These findings can be explained using Self-Determination Theory, which suggests that student–teacher conflict undermines students’ basic psychological needs, leading to lower social preference and academic achievement, and consequently to increased mental health problems.