Focusing on the relationships within school contexts as a key element for understanding callous-unemotional traits in youths

In terms of developmental pathways to Callous-Unemotional (CU) traits - i.e., a behavioral pattern characterized by a lack of empathy and guilt, deficient affect, and the callous use of others for one’s own personal gain - a growing body of research has shown bidirectional effects between youth predispositions and contextual factors. Considering relationships with others, more recent research has focused on the role played by peers and teachers. In line with this field of research, we have been exploring the development, impact, and correlates of CU traits in school settings. In a community sample of middle school students, sensitivity to teachers’ punishment and affiliation with teachers were uniquely and negatively associated to callous-unemotional traits; more specifically, higher levels of sensitivity to teachers’ punishment were negatively associated to callous-unemotional traits especially at low (versus high) levels of dissatisfaction with teachers. Moreover, considering both peers and teachers relationships, the levels of affiliation with teachers were negatively related to levels of CU traits in students with low levels of social preference among peers. These initial findings suggest the importance to consider the quality of relationships in schools to understand the developmental trajectories of CU traits, and future possible research extension will be discussed.