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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
PubMed

Insights

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:
academic performancechildrenemotional and behavioral problemsinterpersonal relationshipslife skills

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