SCHOOL TEACHER RATINGS PREDICTIVE OF PSYCHIATRIC OUTCOME 25 YEARS LATER

Background The current study examines teacher ratings as a tool for id entifying students at risk of developing psychosis. Follow-up and foll ow-back studies have shown that teachers are capable of identifying in dividuals who later develop serious mental illness. Method We examine the long-term outcomes for individuals at genetic risk who were identi fied as showing markedly deviant behaviour and those identified who di d not show markedly deviant behaviour. Results Teachers were able to c orrectly anticipate 35% of students who developed schizophrenia. Furth ermore those identified as showing markedly deviant behaviour had poor er clinical and psychiatric outcomes 10 and 25 years later than those identified as not behaving with marked deviance.Their ratings also dif ferentiated. within the group of people with schizophrenia. which indi viduals would show evidence of poorer functioning 25 years later. Thes e results were replicated in a group oi students not at genetic risk o f schizophrenia.With in this low-risk group, teachers were able to pre dict which students would develop psychotic disorders. Conclusions Tea cher ratings were particularly useful in predicting clinical and psych iatric outcomes 10 and 25 years later. The applicability of these find ings in early intervention and treatment research is discussed.