Ability-grouping has been studied extensively in relation to children's academic, but not emotional and behavioral outcomes. The sample comprised 7259 U.K. children (50% male) with data on between-class and within-class ability-grouping at age 7. Peer, emotional, hyperactivity, and conduct problems were measured at ages 7, 11, and 14 years.…

Studies on the impact of the COVID-19 pandemic on autistic children's psychosocial outcomes have shown mixed results. In the current study we aimed to gain a better insight into the effect of the COVID-19 pandemic by comparing psychosocial outcomes collected pre-pandemic with data collected during the pandemic. We used the Strengths and…

Poor reading has been linked to negative outcomes on a wide range of emotional-behavioural dimensions in children. However, little is known about the time course of these associations. In this study we analyse data from a sample of Finnish children (N = 199; 106 boys) which included measures of reading fluency in grade 1 (age 7 or 8), and…

According to the systems perspective, the influence of various systems (e.g., family, school, community) on children's behavior at school is highly acknowledged. It is therefore accepted that problem behavior in the classroom originates from social interactions, providing a conceptual framework where problems are seen as indicative of dysfunction…

Siblings of children with chronic disorders are at a heightened risk for internalizing and externalizing problems. Studies on sibling mental health typically use parent report, and sometimes sibling self-report, but do not include the perspectives of teachers. We investigated how teachers and parents in Norway rated sibling mental health to gain a…

In countries facing violence, education can play an important role in ensuring children's psychosocial adjustment. Little empirical research has examined the link between parental school involvement and psychosocial outcomes. This cross-sectional survey of 1,269 parents in the Department of Intibucá, Honduras, examined parental involvement and…

Background: In children, internalizing and externalizing problems impact on learning. However, there is limited research on the specific impact of such problems on spatial working memory (SWM), strongly related to cognitive ability and children's learning. Aims: We explored distinct trajectories of internalizing problems and externalizing problems…

Introduction: Individuals with intellectual disabilities (ID) are at heightened risk of behavioral problems. Methods: This study investigated differences in the severity of challenging behaviors (CBs) among individuals with IDs at varying life stages. Data were collected from parents' retrospective interviews. Surveys were completed by 47 parents…

Background: The reciprocal relationships between literacy skills and various subscales of mental health have been examined in few studies. The objective is to re-examine this question in a longitudinal study with the possibility of a gender effect. Methods: A 4-year longitudinal study was conducted as part of the French national cohort ELFE (N =…

Students' non-compliant classroom behaviour is mentioned as one of the biggest challenges for teaching. This study examines the non-compliant behaviour of secondary school students and its predictors. Data were obtained from a longitudinal sample of 639 secondary school students in Austria (Styria). Students filled out a paper-pencil questionnaire…

This study aimed to investigate the emotional and behavioral responses of children with neurodevelopmental disorders and their parents during the recent novel coronavirus disease (COVID-19) pandemic and the associated factors. Our study included 299 children and adolescents with neurodevelopmental disorders and 299 mothers or fathers. Participant…

The aim of the present study was to compare the adjustment difficulties of siblings of children with autism spectrum disorder, intellectual disability, and typically developing children. The statistical population of the present study included all siblings of children with autism spectrum disorder, intellectual disability, and typically developing…

The development of social-emotional skills is crucial in early childhood. Behavior problems in early childhood are risk factors for difficulties throughout childhood and adolescence and beyond. Considering the importance of developing social and emotional skills during early childhood, this study introduced the Papilio-3to6 program into everyday…

Prior research provides mixed findings on the prevalence of sleep problems and mental health difficulties experienced by gifted children, with findings largely based on studies of small clinical samples. In a large, prospective, longitudinal, community cohort, the current study aimed to examine parent report of child sleep problems at ages 1, 2, 3…

This paper explores the incidence of children's social, emotional and behavioural difficulties within areas of multiple deprivation in one Local Authority in Wales and the potential effects of targeted training interventions on the quality of adult-child interactions. The quality of adult-child interaction was measured pre and post-test using the…