用3D训练数据提升纯RGB模型的空间理解能力，无需推理时额外输入。

3D scene understanding requires reasoning about entity existence, spatial layout, and object relations, yet RGB images alone often provide insufficient 3D cues. Existing 3D-VLMs commonly rely on depth or 3D-position-aware inputs at inference time, introducing additional acquisition, reconstruction, or annotation costs that limit RGB-only deployment. We therefore study how training-time 3D evidence can be converted into spatial reasoning capabilities retained under RGB-only inference. We propose a privileged-evidence distillation framework that constructs a distillable teacher through a unified evidence interface and controlled residual injection, and transfers its knowledge to a deployable student receiving only RGB images and questions through logit and structured representation distillation. To avoid imitating teacher signals unsupported by RGB, we further introduce evidence-sensitivity-guided distillation, which uses corrupted evidence to identify highly evidence-dependent targets and down-weight their supervision. We also define a recoverability decomposition based on the matched baseline, teacher, and student, separating privileged gains into RGB-recoverable improvements and residual teacher advantages. Across four benchmarks, the teacher achieves the best result on 7 of 11 reported metrics among the compared methods. The RGB-only student outperforms its matched baseline on all 11 metrics, including gains of 10.4 ScanQA CIDEr and 19.1 Scan2Cap [email protected], without additional inference-time inputs. These results validate the effectiveness of training-time privileged 3D evidence distillation for both teacher performance and deployable RGB-only spatial reasoning. Separately, our matched baseline-teacher-student analysis characterizes privileged-gain transfer across evidence types and spatial skills.