Differential Contributions of Peer and Teacher–Student Relationships to Mental Health in Early Adolescence

This longitudinal study examined the unique contributions of positive and negative dimensions of early adolescents' relationships and interactions with teachers and peers to self-esteem and depressive symptoms. Teacher–student relationships and interactions were measured by student reports of teacher closeness and conflict as well as observations of teacher praise and reprimands to the class. Peer acceptance and friendship quantity were used as positive dimensions of peer relationships, and peer rejection and number of mutual antipathies were used as negative dimensions. Data from 990 fourth- to sixth-grade students across 13 schools (53.35% girls, Mage = 10.61 years, SD = 0.91) were collected over three waves in one school year. Teacher conflict and peer antipathies predicted depressive symptoms. Teacher closeness, teacher conflict, and friendship quantity predicted self-esteem. The findings highlight the importance of relationships and interactions with both peers and the teacher for early adolescents' mental health and the need for a multidimensional view on school social experiences.