Bidirectional effects between student-teachers relationship and callous-unemotional traits among preadolescents: a short-term longitudinal investigation

Background: A growing body of literature has demonstrated the bidirectional effects between callous-unemotional traits (i.e., CU traits) and parenting practices in children’s development. We wonder whether similar mechanisms could be hypothesized when others important children’s emotion socializers are considered: teachers. Aim(s): The aim of the present study was to investigate the longitudinal bidirectional effects between student-teachers relationship and callous-unemotional traits in preadolescent youths attending middle school. Methods: 309 preadolescents (158 girls, 51.13%) with a mean age of 154.93 months (SD = 14.44) were involved in the study. They completed the self-reported Inventory of Callous-Unemotional Traits (ICU) and the self-reported Student-Teachers Relationship Questionnaire (STRQ) in the first part (i.e., T1) and in the second part (i.e., T2) of school year (i.e., 6-month short-term longitudinal investigation). At T1, they also completed a peer-nominated questionnaire aiming to assess social preference within peer group. Data were analyzed using a cross-lagged panel approach. Results: Higher level of affiliation with teachers at T1 was associated with lower levels of CU traits at T2, and especially in students with lower social preference at T1. Moreover, higher levels of bonds with school at T1 was associated to lower levels of CU traits at T2 but only in those with higher levels of social preference at T1. Conclusion: This initial evidence suggests the importance of considering student-teachers relationship as an important protective factor for the development of CU traits in preadolescence.