Teachers’ mental health has been recognized as relevant to teacher effectiveness, with past work identifying impacts of teachers’ mental health on teacher, classroom, and student outcomes. However, much still needs to be understood about the extent to which teachers’ mental health is associated with students’ learning experiences, including in which learning contexts and among which student groups effects might surface most pointedly. We investigated associations among fourth grade teachers’ (N = 65) self-reported depressive and anxious symptomatology and their students’ (N = 805) self-reported behavioral engagement in mathematics, science, and English language arts and whether these associations varied for students based on their enrollment status in a Free and Reduced Meal (FARM) program, a broad indicator of economic disadvantage. Multilevel modeling revealed interaction effects such that, among disadvantaged students, teachers’ depressive symptoms were associated with decreased mathematics and science engagement. Results highlight the importance of providing mental health support for teachers, as well highlight teachers’ well-being as relevant to issues of equity in elementary STEM education.

教师的心理健康已被认为与教师的效能相关，过去的工作确定了教师的心理健康对教师、课堂和学生成果的影响。然而，关于教师的心理健康与学生的学习经历之间的关联程度，仍然需要了解很多，包括在哪些学习环境中以及哪些学生群体的影响可能最明显。我们调查了四年级教师 (N = 65) 自我报告的抑郁和焦虑症状与学生 (N = 805) 自我报告的数学、科学和英语语言艺术行为参与之间的关联，以及这些关联是否因学生而异基于他们在免费减餐 (FARM) 计划中的注册状况，这是经济劣势的一个广泛指标。多层次模型揭示了相互作用的影响，例如，在弱势学生中，教师的抑郁症状与数学和科学参与度的下降有关。结果强调了为教师提供心理健康支持的重要性，并强调了教师的福祉与基础 STEM 教育公平问题的相关性。