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<p>The relationship between student–teacher interactions and mental health issues in elementary school children is well-documented in the literature. This study aimed to examine the relationships among student–teacher conflict, emotional awareness, somatic symptoms, and mental health problems, and to test a moderated mediation model in which emotional awareness attenuates the mediating effect of student–teacher conflict on mental health problems through elementary school children’s somatic symptoms. The sample consisted of 76 teachers (93% female; <i>M</i> age = 47.7 years, <i>SD</i> = 9.16) and 1,097 elementary school students (588 boys, 509 girls; <i>M</i> age = 8.67 years, <i>SD</i> = 1.13). Correlation and moderated mediation analyses showed that student–teacher conflict is positively associated with mental health problems, while emotional awareness is inversely related to somatic symptoms and mental health problems. Furthermore, the indirect effect of student–teacher conflict on mental health problems through somatic symptoms is moderated by emotional awareness. These findings underscoring the vital role of nurturing positive student–teacher relationships in preventing the development of somatization symptoms and broader mental health issues among elementary school children. Moreover, emotional awareness plays a crucial role in this dynamic, indicating that educational programs aimed at developing emotional awareness should be introduced as early as elementary school.</p>

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Buffering the impact of conflict: The moderating role of emotional awareness in the link between student–teacher relationships and children’s mental health

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月14日

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  • Francesca Giovanna Maria Gastaldi,
  • Paolo Bozzato,
  • Sofia Mastrokoukou,
  • Claudio Longobardi,
  • Usman Ahmad Zaheer

摘要

The relationship between student–teacher interactions and mental health issues in elementary school children is well-documented in the literature. This study aimed to examine the relationships among student–teacher conflict, emotional awareness, somatic symptoms, and mental health problems, and to test a moderated mediation model in which emotional awareness attenuates the mediating effect of student–teacher conflict on mental health problems through elementary school children’s somatic symptoms. The sample consisted of 76 teachers (93% female; M age = 47.7 years, SD = 9.16) and 1,097 elementary school students (588 boys, 509 girls; M age = 8.67 years, SD = 1.13). Correlation and moderated mediation analyses showed that student–teacher conflict is positively associated with mental health problems, while emotional awareness is inversely related to somatic symptoms and mental health problems. Furthermore, the indirect effect of student–teacher conflict on mental health problems through somatic symptoms is moderated by emotional awareness. These findings underscoring the vital role of nurturing positive student–teacher relationships in preventing the development of somatization symptoms and broader mental health issues among elementary school children. Moreover, emotional awareness plays a crucial role in this dynamic, indicating that educational programs aimed at developing emotional awareness should be introduced as early as elementary school.