Research Note: A Work-in-progress Report on a Longitudinal Survey Study Examining the Impact of Teaching Students with Callous-Unemotional Traits and Conduct Problems, on Teacher Wellbeing over One Academic Year
Year: 2025
Type: article
Study design: Observational Study
Abstract: Student conduct problems have been identified as one of the key factors contributing to attrition in the teaching profession (McCormick & Barnett, 2011). With teacher wellbeing being shown to decline in recent years, particularly since the Covid-19 pandemic (Kim et al., 2021), it is important to increase understanding of how student conduct problems may impact teacher wellbeing. This study followed a group of teachers (n=30) in England over a period of one academic year (2024-2025), with the aim of exploring their experiences of working with students presenting with persistently challenging behaviour. The study particularly focused on students who present with Callous-Unemotional (CU) traits. These traits include low empathy, restricted affect, and a lack of concern for academic performance. Students with CU traits are typically less responsive to the usual classroom management strategies employed in schools in England, which may further impact teacher wellbeing. Participants were asked to complete online surveys at three time points across the year (approximately 3 to 4 months apart). The surveys included open-ended qualitative questions and quantitative measures such as the Inventory of Callous-Unemotional Traits (ICU; Frick, 2004); Oldenburg Burnout Inventory (OLBI; Halbesleben & Demerouti, 2005); Student-Teacher Relationship Scale (STRS; Pianta, 2001); and Pro-Social subscale of the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997). Currently, the study has completed data collection (September 2025) and is in the process of analysis. Findings from the study will indicate whether teachers with high CU trait students are more likely to burn out and/or have poorer student-teacher relationships than teachers with low CU trait students. The longitudinal aspect of the study will enable changes over time to be considered, and the study will particularly highlight strategies that teachers report using to support their own wellbeing in these situations.
Source: Apollo (University of Cambridge)
DOI: 10.17863/cam.123117
Author: Oxley, Laura
Language: English
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7105685810
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