Depressive Symptoms in Third-Grade Teachers: Relations to Classroom Quality and Student Achievement

Leigh McLean · Carol McDonald Connor

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Educational Environments and Student Outcomes Early Childhood Education and Development Occupational Health and Burnout

Abstract

This study investigated associations among third-grade teachers' (N = 27) symptoms of depression, quality of the classroom-learning environment (CLE), and students' (N = 523, Mage = 8.6 years) math and literacy performance. teachers' depressive symptoms in the winter negatively predicted students' spring mathematics achievement. This depended on students' fall mathematics scores; students who began the year with weaker math skills and were in classrooms where teachers reported more depressive symptoms achieved smaller gains than did peers whose teachers reported fewer symptoms. teachers' depressive symptoms were negatively associated with quality of CLE, and quality of CLE mediated the association between depressive symptoms and student achievement. The findings point to the importance of teachers' mental health, with implications for policy and practice.

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References

2013Diagnostic and Statistical Manual of Mental Disorders 2013Diagnostic and Statistical Manual of Mental Disorders 1977The Measurement of Observer Agreement for Categorical Data 1977The CES-D Scale 2014Diagnostic and Statistical Manual of Mental Disorders, 5th ed.2007The Bioecological Model of Human Development 2008The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes 2005Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?

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