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Related Experiment Video

Updated: Feb 14, 2026

Studying Brain Function in Children Using Magnetoencephalography
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A descriptive study of behavioral problems in schoolgoing children.

Anindya Kumar Gupta1, Monica Mongia2, Ajoy Kumar Garg3

  • 1Department of Psychiatry, Command Hospital (Air Force), Bengaluru, Karnataka, India.

Industrial Psychiatry Journal
|February 20, 2018
PubMed
Summary

A study in Kanpur found that 22.7% of school children experience behavioral, cognitive, or emotional problems. Early screening is crucial for timely intervention and support for these common childhood issues.

Keywords:
Behavioral problemsexternalizing symptomspediatric symptom checklist

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Area of Science:

  • Child Psychology
  • Pediatric Psychiatry
  • Educational Psychology

Background:

  • Behavioral problems in school children pose significant challenges for educators and parents.
  • These issues can lead to immediate and long-term negative outcomes.
  • There is a notable lack of research on psychiatric morbidity in school-aged children within the country.

Purpose of the Study:

  • To assess the prevalence of cognitive, emotional, and behavioral problems in school children.
  • To identify specific patterns of these problems in the studied population.
  • To emphasize the need for systematic screening and intervention strategies.

Main Methods:

  • A random sample of 500 children aged 6-18 years was selected from a government school in Kanpur, Uttar Pradesh.
  • Standardized assessment tools were employed to evaluate cognitive, emotional, and behavioral issues.
  • Screening and evaluation tools were used to identify symptom prevalence.

Main Results:

  • Approximately 22.7% of the participating children exhibited behavioral, cognitive, or emotional problems.
  • Boys showed a higher prevalence of externalizing symptoms compared to girls.
  • The findings indicate a substantial burden of mental health issues in this demographic.

Conclusions:

  • Regular screening of school children is essential for early detection and intervention.
  • Proactive identification allows for timely remedial measures, improving child well-being.
  • The study underscores the importance of integrating mental health assessments into routine school practices.