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

    Hyland, Lynda and Ní Mháille, Gráinne and Lodge, Anne and McGilloway, Sinéad (2014) Conduct problems in young, school-going children in Ireland: Prevalence and teacher response. School Psychology International, 35 (5). pp. 516-529. ISSN 0143-0343

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    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. A secondary aim was to assess teachers’ perceptions of child behaviour and their classroom management strategies. The study was undertaken in 11 schools located in south west Ireland. Overall, 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 some useful insights into the socio-emotional and behavioural needs of school-entry age children. The findings also have important policy and practice implications for school psychologists and other key school personnel and highlight, in particular, the need to develop and implement early intervention and prevention strategies in schools.

    Item Type: Article
    Keywords: Adjustment to school; conduct problems; emotional and behavioural difficulties; prevalence; teacher classroom management;
    Academic Unit: Faculty of Science and Engineering > Psychology
    Item ID: 9276
    Identification Number:
    Depositing User: Dr. Sinéad McGilloway
    Date Deposited: 23 Feb 2018 15:39
    Journal or Publication Title: School Psychology International
    Publisher: SAGE Publications
    Refereed: Yes
    Use Licence: This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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