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Interpersonal Relationship, Academic Performance, & Life Skills: A Comparative Study of Children With and Without
Poulami Kheto1, Srikanth Pallerla2, Kamalika Bhattacharjee1
1Department of Psychiatric Social Work, Institute of Psychiatry-CoE (IPGME&R - SSKM Hospital), Kolkata, India.
Clinical Child Psychology and Psychiatry
|April 27, 2026
Summary
Emotional and behavioral problems (EBPs) in children negatively impact interpersonal relationships and life skills. Interventions should focus on social-emotional learning and life skills training in schools and communities.
Area of Science:
- Child Psychology
- Developmental Psychology
- Educational Psychology
Background:
- Emotional and behavioral problems (EBPs) in children significantly impact interpersonal relationships, academic performance, and life skills.
- These developmental domains are crucial for a child's overall well-being and future success.
- Understanding the multifaceted impact of EBPs is essential for targeted interventions.
Purpose of the Study:
- To investigate the influence of EBPs on interpersonal relationships, academic performance, and life skills in children.
- To identify specific correlations between the presence of EBPs and deficits in these developmental areas.
- To inform the development of effective support strategies for children experiencing EBPs.
Main Methods:
- A cross-sectional study involving 120 children aged 6-14 years from West Bengal.
- Participants were divided into two groups: those with EBPs and those without.
- Standardized tools including the Pediatric Symptom Checklist (PSC), Child Interpersonal Relationships and Attitudes Assessment (CIRAA), Academic Performance Scale (APS), and Life Skills Assessment Scale (LSAS) were utilized.
Main Results:
- Children with EBPs demonstrated significantly lower scores in interpersonal relationships (p = .015) and life skills (p < .001).
- A weak but significant positive correlation was found between EBPs and interpersonal relationships (r = 0.198, p = .030).
- A moderately strong positive correlation existed between EBPs and life skills (r = 0.457, p < .001), while a negative correlation was observed with academic performance (r = -0.217, p = .017).
Conclusions:
- EBPs significantly hinder the development of essential interpersonal and life skills in children.
- The impact of EBPs on academic performance is complex and may be influenced by contextual factors.
- Interventions integrating academic support, social-emotional learning, and life skills training within school and community settings are recommended.
Keywords:
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