“The student will always be a problem”: Callous-unemotional traits are associated with specific dimensions of teacher attributions

This study investigated associations between student callous-unemotional (CU) traits and teacher attributions for misbehavior. Participants were N = 151 elementary school educators who completed a survey assessing a nominated student's psychopathology and CU traits, student-teacher relationship quality, and teacher attributions. Using multiple regression, higher CU traits were associated with lower student-teacher closeness and higher conflict. Both conduct problems and CU traits were positively associated with teachers' attributions of student misbehavior to dispositional causes. CU traits alone were positively associated with attributions regarding the permanence of misbehavior. Findings may have theoretical and practical implications for the development and management of student CU traits. • Student callous-unemotional (CU) traits impact student outcomes at school. • Higher CU traits were associated with lower student-teacher closeness and higher conflict. • Higher CU traits were associated with teacher attributions of misbehavior to dispositional causes. • Higher CU traits were associated with teacher attributions of misbehavior to permanent causes. • Results inform methods for personalizing school-based interventions.