An epidemiological study on Finnish school-aged children with learning difficulties and behavioural problems

Area of Science:

• Developmental Psychology
• Child Psychiatry
• Educational Psychology

Background:

• Learning difficulties (LDs) are prevalent in childhood and can impact overall well-being.
• Understanding the co-occurrence of LDs with behavioral and emotional problems is essential for targeted interventions.
• Socioeconomic and family factors may influence the development of LDs and associated challenges.

Purpose of the Study:

• To examine the association between learning difficulties and behavioral/emotional problems in 8-year-old children.
• To identify specific types of LDs (verbal, mathematical, combined) and their relation to behavioral and emotional issues.
• To explore the influence of family structure and socioeconomic factors on LDs and behavioral outcomes.

Main Methods:

• Cross-sectional study utilizing data from the Northern Finland Birth Cohort 1986 (n=9432).
• Teacher-reported assessments using the Rutter scale (RB2) for behavior.
• Teacher-reported data on reading, spelling, and mathematics difficulties to identify LDs.

Main Results:

• 21.4% of children had one or more LDs, with verbal LDs being most common (12.3%).
• Children with LDs showed significantly higher odds of behavioral and emotional problems, with higher risks observed in girls.
• Verbal LDs were linked to both behavioral and emotional problems, while mathematical LDs were associated with behavioral problems in boys and emotional problems in girls.
• Adverse family circumstances (divorced, reconstructed, one-parent families) and lower socioeconomic status were risk factors for LDs and behavioral problems.

Conclusions:

• Children experiencing adverse family circumstances require increased attention and support, particularly during preschool.
• Early identification and intervention are crucial to mitigate the impact of LDs on learning and school attendance.
• Addressing the interplay between learning difficulties, behavioral/emotional problems, and socioeconomic factors is vital for comprehensive child development.