A close student–teacher relationship is a protective factor for students’ psychological well-being, and it is associated with students’ internalizing and externalizing symptoms, but the mechanism underlying this association is unclear. To address this issue, this study investigated the role of children’s hope in the relationship between teachers’ perceived closeness in the student–teacher relationship and children’s internalizing and externalizing symptoms. Participants included 562 Italian students aged from 4 to 9 years and 48 Italian teachers aged from 26 to 60 years. Results indicated that the children’s hope played the mediating role between closeness and children’s internalizing and externalizing symptoms. Findings, limitations, and suggestions for future research were discussed.

密切的师生关系是学生心理健康的保护因素，与学生的内在和外在症状有关，但这种联系的机制尚不清楚。为了解决这个问题，本研究调查了孩子的希望在教师与学生之间的亲密感与孩子的内在和外在症状之间的关系中的作用。参加者包括562名4至9岁的意大利学生和48名26至60岁的意大利老师。结果表明，儿童的希望在亲密感与儿童的内在和外在症状之间起着中介作用。讨论了发现，局限性和对未来研究的建议。