Lisa K Mundy1, Louise Canterford1, Dawn Tucker2, Jordana Bayer2, Helena Romaniuk3, Susan Sawyer4, Petra Lietz5, Gerry Redmond6, Jenny Proimos7, Nicholas Allen8, George Patton1,9. 1. Centre for Adolescent Health, Murdoch Childrens Research Institute, The Royal Children's Hospital, Flemington Road, Parkville, Victoria 3052, Australia. 2. School of Psychology and Public Health, La Trobe University, Melbourne, Victoria 3086, Australia. 3. Clinical Epidemiology and Biostatistics Unit, Murdoch Childrens Research Institute, Parkville, Victoria 3052, Australia. 4. Department of Paediatrics, The University of Melbourne, Centre for Adolescent Health, The Royal Children's Hospital, Flemington Road, Parkville, Victoria 3052, Australia. 5. Australian Council for Educational Research, Adelaide, South Australia, Australia. 6. School of Social and Policy Studies, School of Social and Policy Studies, Flinders University, GPO Box 2100, Adelaide, South Australia 5001, Australia. 7. Centre for Adolescent Health, The Royal Children's Hospital, Flemington Road, Parkville, Victoria 3052, Australia. 8. Department of Psychology, University of Oregon, Eugene, OR. 9. University of Melbourne, Consultant Child and Adolescent Psychiatrist, Royal Children's Hospital, Melbourne, Australia.
Abstract
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.
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.
Authors: Rushani Wijesuriya; Margarita Moreno-Betancur; John B Carlin; Katherine J Lee Journal: BMC Med Res Methodol Date: 2020-08-12 Impact factor: 4.615