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The Impact of Callous-Unemotional Traits on Achievement, Behaviors, and Relationships in School: A Systematic Review

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Abstract

Disruptive behavior disorders (DBDs) are associated with significant academic, behavioral, and relationship challenges in the school setting. Children with co-occurring DBDs and callous-unemotional (CU) traits show a distinct pattern of early starting, chronic, and aggressive disruptive behavior and are resistant to traditional DBD interventions. There is growing evidence that CU traits have important consequences for children’s school functioning. The purpose of this systematic review is to synthesize research on CU traits in school with a focus on academics, relationships, and behavior. We searched PsycINFO, PubMed, and Education Full-Text to identify 37 empirical studies that met inclusionary criteria. Findings suggest that CU traits are associated with poor academic performance, high levels of aggression and conduct problems, and difficulty forming relationships at school, often above and beyond the impact of DBDs alone. Findings and future directions are discussed including how the current study can support key stakeholders in promoting the success of students with elevated CU traits.

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  1. Education Studies, University of California, San Diego, La Jolla, Oakland, California, USA

    Rebecca S. Levine

  2. Psychological and Brain Sciences, Boston University, 64 Cummington Mall, Boston, Massachusetts, USA

    Kelly Smith & Nicholas J. Wagner

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Levine, R.S., Smith, K. & Wagner, N.J. The Impact of Callous-Unemotional Traits on Achievement, Behaviors, and Relationships in School: A Systematic Review. Child Psychiatry Hum Dev 54, 1546–1566 (2023). https://doi.org/10.1007/s10578-022-01344-5

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