Evidence map›Paper›PMID 42085483›Full record

ArticleChild development2026

Teacher-student relationships and adult outcomes: Developmental cascades via childhood executive function and behavioral dysregulation.

Sammy F Ahmed, Andrew Koepp, Deborah Lowe Vandell

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Child development, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Sammy F AhmedDepartment of Human Development and Family Science, University of Rhode Island, Kingston, RI, United States.
Andrew KoeppDepartment of Applied Psychology, New York University, New York, NY, United States.
Deborah Lowe VandellCollege of Education, University of California, Irvine, Irvine, CA, United States.

Funding

Charles Stewart Mott Foundation G-2017-00786Eunice Kennedy Shriver National Institute of Child Health and Human Development 1L40HD113090-01National Science Foundation 1519686National Science Foundation 5 U10 HD027040NICHD NIH HHS L40 HD113090
6 · The paper itself

Abstract

Longitudinal data were examined to test associations between teacher-student relationships and adult outcomes, as well as mechanisms underlying these associations. Results from the NICHD-SECCYD (N = 1,364; 52% male; 76% White; 13% Black; 6% Hispanic; 5% other; data collection took place in the United States beginning in 1991) revealed a complex set of findings. First, teacher-student conflict and closeness during early elementary school were associated with educational attainment, occupational prestige, arrest record, and risky behavior at age 26 (r = -.21-.17, ps < .01). Next, behavioral dysregulation during -middle elementary school, but not executive function, mediated associations between teacher-student conflict and age 26 -outcomes. Finally, behavioral dysregulation and end of high school functioning serially mediated associations between teacher-student conflict and adult outcomes. These findings showcase the relevance of teacher-student relationships for outcomes spanning two decades of development.

Indexed as

behavioral dysregulationdevelopmental cascadesexecutive functionteacher–student relationships

Identifiers

PMID42085483
PMCPMC13268356

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.