BJPsych：问题师生关系或可致儿童精神障碍

　　有研究发现，师生关系对不同年龄儿童的行为、社会及心理转归具有调节作用，但大部分研究的规模较小。近期，发表于《英国精神病学杂志》(The British Journal of Psychiatry) 网络版的一篇研究对师生关系存在问题的儿童未来是否会罹患精神障碍进行了相关的人群调查和为期3年的随访。

　　共有3799名小学生参与研究评估，其中2.5%的学生家长报告称其子女与老师之间的关系存在问题。在参与研究的3817名中学生中，这个比例上升到了6.6%。在受试中学生中，即使研究人员预先排除了达到精神障碍基线水平的儿童，并且对精神病理学基线分数进行了校正。在3年的随访中，仍然发现问题师生关系与精神障碍的高发呈显著性相关，各类精神障碍（OR=1.93，95%CI 1.07-3.51），品行障碍（OR=3.00, 95%CI 1.37-6.58）。在小学生中得到的结果与之相似，但在此校正水平上不具有显著性。

　　研究同时强调了帮助老师和学校建立与学生之间的和谐关系的必要性。 

与精神障碍相关的拓展阅读：

• BJPsych：童年受虐待经历或增加精神障碍发病几率
• 精神障碍重患依法免费获得基本公卫服务
• BJPsych：普通精神障碍、地区收入不均和贫困的小区域多层分析 更多信息请点击：有关精神障碍更多资讯

Influence of problematic child-teacher relationships on future psychiatric disorder: population survey with 3-year follow-up
Background
Teacher-pupil relationships have been found to mediate behavioural, social and psychological outcomes for children at different ages according to teacher and child report, but most studies have been small.
Aims
To explore later psychiatric disorder among children with problematic teacher-pupil relationships.
Method
Secondary analysis of a population-based cross-sectional survey of children aged 5-16 with a 3-year follow-up.
Results
Of the 3799 primary-school pupils assessed, 2.5% of parents reported problematic teacher-pupil relationships; for secondary-school pupils (n = 3817) this rose to 6.6%. Among secondary-school pupils, even when children with psychiatric disorder at baseline were excluded and we adjusted for baseline psychopathology score, problematic teacher-pupil relationships were statistically significantly related to higher levels of psychiatric disorder at 3-year follow-up (odds ratio (OR) = 1.93, 95% CI 1.07-3.51 for any psychiatric disorder, OR = 3.00, 95% CI 1.37-6.58 for conduct disorder). Results for primary-school pupils were similar but non-significant at this level of adjustment.
Conclusions
This study underlines the need to support teachers and schools to develop positive relationships with their pupils.