Teacher–student relationships, stress, and psychosocial functioning during early adolescence

Abstract

Early adolescence is a time of increased stress and risk for poorer psychosocial functioning, but few studies have explored the relationship between stress and psychosocial functioning in the context of teacher–student relationships during early adolescence. This study used a two‐wave longitudinal design to investigate the unique and interactive effects of stress and teacher–student relationships on anxiety/depression, aggression, and rule‐breaking behaviors. The sample included 288 sixth‐ and seventh‐grade students ( M _age = 12.01; 54% females; 47% Black, 36% White, 9% Hispanic) and their parents and teachers. Student‐perceived stress and teacher‐reported teacher–student conflict were related to more aggressive and rule breaking behaviors at Wave 1; perceived stress also predicted more anxiety/depression symptoms at Wave 1. Further, teacher‐reported teacher–student closeness predicted less aggressive behaviors over time. The findings suggest that interventions that promote stress management and positive teacher–student relationships may reduce adjustment problems concurrently and over time among early adolescents.

Practitioner points

• Student‐perceived stress was associated with more concurrent anxiety/depression symptoms, aggression, and rule‐breaking behaviors among early adolescents.

• Teacher‐reported teacher–student conflict was associated with more concurrent aggression and rule‐breaking behaviors among early adolescents.

• Only teacher‐reported teacher–student closeness predicted less aggressive behaviors among early adolescents over time.