An exploration of the impact of Callous-Unemotional traits on teachers’ perceptions of student behaviour difficulties and on students’ enjoyment of school

Children with CU traits often present with significant conduct problems. This study investigated how CU traits may influence teachers’ perceptions of students’ behavioural difficulties, and how CU traits may impact students’ enjoyment of school. The sample consisted of those who participated in the Healthy Start Happy Start (HSHS) study, including children aged 6-9 years (n=199), their caregivers (n=199) and their teachers (n=95). The HSHS sample comprised of children at higher risk of behavioural difficulties, due to indications of elevated early externalising behaviours. Three measures were included in the analysis: children’s self-reported School Enjoyment (SE) survey, caregiver-reported Callous-Unemotional Traits Scale (CUTS), and teacher-reported Strengths and Difficulties Questionnaire (SDQ). The findings suggest that teachers perceive students with higher levels of CU traits to experience more behavioural difficulties overall, particularly in conduct and hyperactivity/inattention. However, students do not report any differences in their enjoyment of school based on their level of CU traits.