@techreport{ai26-1479,
  title = {{Teacher-student relationships and adult outcomes: Developmental cascades via childhood executive function and behavioral dysregulation}},
  author = {Sammy F. Ahmed and Andrew Koepp and Deborah Lowe Vandell},
  institution = {Annenberg Institute at Brown University},
  type = {EdWorkingPaper},
  number = {26-1479},
  year = {2026},
  month = {May},
  doi = {10.26300/4wjz-1j74},
  url = {https://edworkingpapers.com/ai26-1479},
  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=1364; 52\% male; 76\% White; 13\% Black; 6\% Hispanic; 5\% other; data collection took place in the U.S. 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.},
}