Conduct problems in young, school-going children in Ireland: prevalence and teacher response

Article


Hyland, L., NiMhaille, G., Lodge, A. and McGilloway, S. 2013. Conduct problems in young, school-going children in Ireland: prevalence and teacher response. School Psychology International. 35 (5), pp. 516-529. https://doi.org/10.1177/0143034313515984
TypeArticle
TitleConduct problems in young, school-going children in Ireland: prevalence and teacher response
AuthorsHyland, L., NiMhaille, G., Lodge, A. and McGilloway, S.
Abstract

Conduct problems in school settings can pose significant challenges for both children and teachers. This study examined the teacher-reported prevalence of conduct problems in a sample of young children (n=445) in the first two years of formal education in South West Ireland. A secondary aim was to assess teachers’ perceptions of child behaviour and classroom management strategies. Children displayed positive socio-emotional and behavioural adjustment, although more than one quarter had difficulties outside the ‘normal’ range. Class size and gender were shown to play a role in the level of difficulties experienced. Teachers reported significant challenges in managing classroom behavioural problems. This study provides useful insights into the socio-emotional and behavioural needs of school-entry age children. The findings also have important implications for policy and practice of school /educational psychologists and other key personnel and, in particular, the need to develop and implement early intervention and prevention strategies in schools.

KeywordsAdjustment to school; conduct problems; emotional and behavioural difficulties; prevalence; classroom management
PublisherSAGE Publications
JournalSchool Psychology International
ISSN0143-0343
Electronic1461-7374
Publication dates
Print15 Dec 2013
Publication process dates
Deposited17 Aug 2016
Accepted09 Oct 2013
Output statusPublished
Accepted author manuscript
File Access Level
Controlled
Digital Object Identifier (DOI)https://doi.org/10.1177/0143034313515984
Scopus EID2-s2.0-84927638262
Web of Science identifierWOS:000342795500006
LanguageEnglish
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