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

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.