Academic Performance in Primary School Children With Common Emotional and Behavioral Problems

Area of Science:

• Child Psychology
• Educational Psychology
• Developmental Psychology

Background:

• Emotional and behavioral problems often emerge in primary school, preceding adolescent mental health issues.
• The link between these early problems and academic failure requires further investigation.

Purpose of the Study:

• To quantify the association between emotional and behavioral problems and academic performance in primary school children.

Main Methods:

• A stratified random sample of 1239 Australian 8- to 9-year-olds was recruited.
• Academic performance in reading and numeracy was assessed via national data linkage.
• Parent reports identified emotional and behavioral problems, categorizing students as "borderline/abnormal" or "normal".

Main Results:

• Approximately 20% of grade 3 students exhibited borderline/abnormal emotional or behavioral problems.
• Boys with total difficulties, conduct problems, or peer problems scored lower in reading.
• Boys with total difficulties or emotional symptoms, and children with hyperactivity/inattention, scored lower in numeracy. Girls with peer problems also showed lower numeracy scores.

Conclusions:

• Boys with emotional and behavioral problems in primary school were, on average, 12 months behind their peers academically.
• Children experiencing emotional and behavioral problems face a significant risk of academic failure, observable even in mid-primary school.