This study examined associations between teacher-student relationship quality at school and teachers' responsiveness to students' emotional concerns in a classroom and (a) students' intention to seek help at school for mental health concerns and (b) mental health-related service use. Data for analyses came from the School Mental Health Survey, a cross-sectional survey of 31,120 grade 6–12 students, in 1968 classrooms, attending 248 schools in Ontario, Canada. Three-level (student, classroom, school) binary logistic regression was used to address the study objectives. Student ratings of the quality of teacher-student relationships and teachers' responsiveness were included as predictors, both at the individual student level and aggregated to represent a contextual level characteristic at the school and classroom level, respectively. At the student level, both teacher-student relationship quality and teacher responsiveness were positively associated with intentions to seek help at school among both elementary and secondary students (ORs ranged from 1.14–1.19 for relationships and 1.06–1.08 for responsiveness). Aggregated to the school level, teacher-student relationship quality was positively associated with mental health service use for secondary students (OR = 1.36, 95% CI [1.10, 1.69]). Positive and responsive teacher-student relationships were associated with help-seeking behaviors among students. Longitudinal studies are warranted to disentangle the temporality of these associations.

本研究调查了学校师生关系质量与教师在课堂上对学生情绪问题的反应以及 (a) 学生在学校寻求心理健康问题帮助的意图和 (b) 心理健康相关服务的使用之间的关联. 用于分析的数据来自学校心理健康调查，这是一项对 31,120 名 6-12 年级学生的横断面调查，在 1968 年的教室中，就读于加拿大安大略省的 248 所学校。使用三级（学生、课堂、学校）二元逻辑回归来解决研究目标。学生对师生关系质量和教师反应的评价被包括作为预测因子，在个别学生层面和汇总以分别代表学校和课堂层面的情境层面特征。在学生层面，师生关系质量和教师响应与中小学生在学校寻求帮助的意愿呈正相关（关系的 OR 范围为 1.14-1.19，响应为 1.06-1.08）。汇总到学校层面，师生关系质量与中学生心理健康服务的使用呈正相关（OR = 1.36, 95% CI [1.10, 1.69]）。积极和反应迅速的师生关系与学生的求助行为有关。纵向研究有必要解开这些关联的时间性。师生关系质量和教师响应与中小学生在学校寻求帮助的意愿呈正相关（关系的 OR 范围为 1.14-1.19，响应为 1.06-1.08）。汇总到学校层面，师生关系质量与中学生心理健康服务的使用呈正相关（OR = 1.36, 95% CI [1.10, 1.69]）。积极和反应迅速的师生关系与学生的求助行为有关。纵向研究有必要解开这些关联的时间性。师生关系质量和教师响应与中小学生在学校寻求帮助的意愿呈正相关（关系的 OR 范围为 1.14-1.19，响应为 1.06-1.08）。汇总到学校层面，师生关系质量与中学生心理健康服务的使用呈正相关（OR = 1.36, 95% CI [1.10, 1.69]）。积极和反应迅速的师生关系与学生的求助行为有关。纵向研究有必要解开这些关联的时间性。师生关系质量与中学生心理健康服务的使用呈正相关（OR = 1.36, 95% CI [1.10, 1.69]）。积极和反应迅速的师生关系与学生的求助行为有关。纵向研究有必要解开这些关联的时间性。师生关系质量与中学生心理健康服务的使用呈正相关（OR = 1.36, 95% CI [1.10, 1.69]）。积极和反应迅速的师生关系与学生的求助行为有关。纵向研究有必要解开这些关联的时间性。