Academic Performance in Primary School Children With Common Emotional and Behavioral Problems
| Autor: | Susan M Sawyer, Jordana K. Bayer, Nicholas B. Allen, Louise Canterford, Petra Lietz, George C Patton, Jenny Proimos, Lisa K Mundy, Dawn Tucker, Gerry Redmond, Helena Romaniuk |
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| Rok vydání: | 2017 |
| Předmět: |
Male
medicine.medical_specialty Adolescent media_common.quotation_subject education Child Behavior Child Behavior Disorders Academic achievement Peer Group Literacy Education Developmental psychology 03 medical and health sciences 0302 clinical medicine Numeracy 030225 pediatrics Academic Performance medicine Humans Attention deficit hyperactivity disorder 0501 psychology and cognitive sciences Sex Distribution Child Students At-risk students media_common Problem Behavior Schools Public health 05 social sciences Australia Public Health Environmental and Occupational Health Peer group medicine.disease Mental health Philosophy Adolescent Behavior Female Psychology 050104 developmental & child psychology Clinical psychology |
| Zdroj: | Journal of School Health. 87:593-601 |
| ISSN: | 1746-1561 0022-4391 |
| DOI: | 10.1111/josh.12531 |
| Popis: | BACKGROUND Many emotional and behavioral problems first emerge in primary school and are the forerunners of mental health problems occurring in adolescence. However, the extent that these problems may be associated with academic failure has been explored less. We aimed to quantify the association between emotional and behavioral problems with academic performance. METHODS A stratified random sample of 8- to 9-year-olds (N = 1239) were recruited from schools in Australia. Data linkage was performed with a national assessment of academic performance to assess reading and numeracy. Parent report assessed emotional and behavioral problems with students dichotomized into “borderline/abnormal” and “normal” categories. RESULTS One in 5 grade 3 students fell in the “borderline/abnormal” category. Boys with total difficulties (β = -47.8, 95% CI: -62.8 to -32.8), conduct problems, and peer problems scored lower on reading. Numeracy scores were lower in boys with total difficulties (β = -37.7, 95% CI: -53.9 to -21.5) and emotional symptoms. Children with hyperactivity/inattention scored lower in numeracy. Girls with peer problems scored lower in numeracy. CONCLUSIONS Boys with emotional and behavioral problems in mid-primary school were 12 months behind their peers. Children with emotional and behavioral problems are at high risk for academic failure, and this risk is evident in mid-primary school. |
| Databáze: | OpenAIRE |
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