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Informant discrepancies in universal behavioral screening at the high school level
Heather E Ormiston1, Brittany N Zakszeski2, Daniel Osgood2
1School of Education, Indiana University Bloomington.
School Psychology (Washington, D.C.)
|September 24, 2025
Summary
Student self-reports of social, emotional, and behavioral risk differ from teacher ratings. This study examined discrepancies in risk classification using the Social, Academic, and Emotional Behavior Risk Screener in high school students.
Area of Science:
- Psychology
- Educational Psychology
- Child and Adolescent Mental Health
Background:
- Self-report measures are crucial for universal screening of social, emotional, and behavioral risk in adolescents.
- Discrepancies between student and teacher ratings often lead to inconsistent risk classifications.
Purpose of the Study:
- To investigate classification incongruence and informant discrepancies between teacher and student self-report versions of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS).
Main Methods:
- Examined screening data from over 600 high school students and their homeroom teachers.
- Analyzed classification congruence and informant discrepancies across SAEBRS subscales.
- Investigated sociodemographic predictors of classification incongruence.
Main Results:
- Classification congruence was highest for Social Behavior and lowest for Emotional Behavior.
- Teachers reported lower risk levels compared to students.
- Grade, sex, lunch eligibility, 504 status, and special education status predicted incongruence.
Conclusions:
- Significant informant discrepancies exist in adolescent risk screening.
- Sociodemographic factors influence classification incongruence.
- Findings have implications for interpreting screening data and informing practice.
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