Aggression in childhood has been linked to short- and long-term negative outcomes. One area of aggression that has gained attention in the literature is the construct of callous/unemotional (C/U) traits, which have also been associated with deleterious outcomes. Theoretical support for associations between C/U traits and adverse childhood experiences (ACEs) is largely based on retrospective research conducted in adult populations, while there remains a dearth of research examining these relations in children. This study aimed to evaluate associations between ACEs and C/U traits and the student–teacher relationship (STR) as a moderator of these associations. Participants included male students between the ages of 6 and 14 attending school in a residential treatment setting (N = 86) and their teachers. Cross-sectional data were collected from educational files, child self-report measures, and teacher-report measures. Main and interaction effects were estimated within path models that included callous, uncaring, and unemotional traits as multiple outcomes. Significant interaction effects of both STR conflict and closeness emerged on the association between ACEs and callous traits (β = .12; p = .03 and β = − .10; p = .04, respectively). At high levels of STR conflict and low levels of STR closeness, there was a significant positive association between ACEs and callous traits. This association was only marginally significant at low levels of conflict and high levels of closeness. Findings highlight how the STR might exacerbate or mitigate callousness in children with a history of ACEs and thereby help to inform clinical and educational practices for high-risk youth.

儿童期的侵略与短期和长期的负面结果有关。侵略领域在文学中引起了人们的关注，其构成是残忍/不动（C / U）特质的构建，这些特质也与有害的结果有关。对C / U特质与不良儿童经历（ACE）之间关联的理论支持主要基于对成年人群进行的回顾性研究，而缺乏研究儿童中这些关系的研究。这项研究旨在评估ACE与C / U特质之间的关联以及作为这种关联主持人的师生关系（STR）。参加者包括6至14岁的男学生，他们在寄宿治疗环境中上学（N = 86）和他们的老师。从教育档案，儿童自我报告措施和教师报告措施中收集横断面数据。在路径模型中估计了主要和相互作用的影响，该路径模型包括残酷，不关心和不情绪化的特质作为多种结果。STR冲突和亲密性对ACE与call性状之间的关联均产生了显着的交互作用（β  = .12；p  = .03和β  = − .10；p 分别为.04）。在较高水平的STR冲突和较低水平的STR亲和力下，ACE与call性状之间存在显着的正相关。在低冲突水平和高亲密关系下，这种关联仅具有很小的意义。研究结果突显了STR可能如何加重或减轻具有ACE病史的儿童的无情状态，从而有助于为高危青少年提供临床和教育实践信息。