BACKGROUND: Estimates of academic underachievement among school children vary widely, depending on the geographical location and on the criteria used to define attainment. AIM: To examine the relationship between behaviour problems and academic attainment in a large UK primary school. METHOD: A school population (364 children from Years 3 to 6 inclusive) were assessed on a range of cognitive ability tasks. These included standardised tests of reading, arithmetic and verbal and non-verbal intelligence. Under-achievement was assessed using different criteria. To assess behaviour, teachers completed the Strengths and Difficulties Questionnaire (Goodman, 1997) for each participating child. Finally, academic progress of a subset of children was assessed after one year. RESULTS: Indicated a significant relationship between behaviour and academic attainment; prosocial behaviour was positively correlated with reading and arithmetic, hyperactivity and conduct problems were negatively correlated. This association was especially strong in the children rated by the questionnaire as hyperactive, where around 1 in 5 had a specific reading deficit. However, there was no evidence to indicate that children with behaviour problems made less academic progress over a one-year period relative to their peers. CONCLUSION: The study highlights the importance of assessing both cognitive skills and behaviour, particularly when planning the educational management of children with reading difficulties.
BACKGROUND: Estimates of academic underachievement among school children vary widely, depending on the geographical location and on the criteria used to define attainment. AIM: To examine the relationship between behaviour problems and academic attainment in a large UK primary school. METHOD: A school population (364 children from Years 3 to 6 inclusive) were assessed on a range of cognitive ability tasks. These included standardised tests of reading, arithmetic and verbal and non-verbal intelligence. Under-achievement was assessed using different criteria. To assess behaviour, teachers completed the Strengths and Difficulties Questionnaire (Goodman, 1997) for each participating child. Finally, academic progress of a subset of children was assessed after one year. RESULTS: Indicated a significant relationship between behaviour and academic attainment; prosocial behaviour was positively correlated with reading and arithmetic, hyperactivity and conduct problems were negatively correlated. This association was especially strong in the children rated by the questionnaire as hyperactive, where around 1 in 5 had a specific reading deficit. However, there was no evidence to indicate that children with behaviour problems made less academic progress over a one-year period relative to their peers. CONCLUSION: The study highlights the importance of assessing both cognitive skills and behaviour, particularly when planning the educational management of children with reading difficulties.