Behavioral and emotional problems in school children: teachers and parents perspective

Monika S. Masare, Priti J. Patale, Seema S. Bansode–Gokhe


Background: The present research was carried out with an objective to study the behavioral problems and emotional problems of school children as perceived by their parents and teachers.

Methods: This cross sectional observational study was conducted on parents and teachers of 304 secondary school children of a metropolitan city. A pre formed semi structured questionnaire was used to assess the socio-demographic profile of the students. Parents and teachers rated Strength and difficulties questionnaire was used to assess their child’s /students behavioral and emotional problems as perceived by their parents & teachers. The analysis was done using Microsoft Excel and SPSS software.

Results: Regarding the perception of teachers and parents it was found that parents were not much concerned as the response rate for parent reported SDQ was only 64.8% and response rate among teachers was 100%. Out of 304 study subjects, 22 (7.2%) were having borderline total difficulties on teachers reported total difficulty scale of SDQ and 11 (3.6%) were reported to be abnormal. Parent reported SDQ showed that out of 197 parents, who filled the SDQ, 24 (7.9%) study subjects were having borderline total difficulties,  while 33 (10.9%) were found to be abnormal on SDQ scale.

Conclusions: Parents, child-care givers, teachers and health care professionals if made aware of symptoms of mental health problems in their children’s, we can restore their mental health conditions in time.


Behavioral and emotional problems, Strength and difficulties questionnaire (SDQ), School children

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