Exploring the experiences of teachers working with children with conduct problems and callous-unemotional traits: a qualitative study on teacher wellbeing

Student conduct problems have been identified as a key contributor to poor teacher wellbeing. Students with callous-unemotional traits often demonstrate significant conduct problems and respond differentially to standard classroom management techniques. This study examined how teacher wellbeing may be impacted by working with students with conduct problems and callous-unemotional traits. It also explored the strategies teachers use to manage the conduct of students with these characteristics. In total, 16 schoolteachers in England participated in semi-structured virtual interviews, having completed a screening measure indicating that they were likely teaching a student with callous-unemotional traits. The interview data was analysed using reflexive thematic analysis. The findings suggest that while in some respects working with students with callous-unemotional traits can be rewarding, it can also have a negative impact on teachers’ wellbeing. Teachers working with students with conduct problems and callous-unemotional traits should be offered additional support to prevent a decline in wellbeing.