Mind what teacher says: Teachers’ propensity for mental‐state language and children's theory of mind in middle childhood

This study examined the link between theory of mind (ToM) in middle childhood and teachers’ propensity for mental-state language self-reported conversational-instruction strategies. Multilevel analyses on 430 Italian children (221 girls, Mage = 9.34 years, SD .63, Range: 7.95–11.43 years) from 27 primary-school classrooms their teachers showed that: (i) there were striking between-classroom differences children's ToM; (ii) (β .14) strategies .16) uniquely associated with pupils’ ToM even when child-related (i.e., age, verbal ability, number siblings SES) teacher-related variables ToM, ability years experience) controlled; (iii) association was significant older smaller classrooms. These findings extend socio-cultural accounts by showing a developmental continuity environmental effects ToM.