Journal of Disability Research

2024 | Volume 3 | Pages: 1–9 | e-location ID: e20240023

DOI: 10.57197/JDR-2024-0023

Emotional and Behavioral Problems Among

Higher-grade Students
Sara Ali1, Sharif Ullah Jan1, Ibrahim Elbatal2,3, Salah Uddin Khan4,* and Amina Qazi5

1Department of Psychology, Islamia College Peshawar, Peshawar, Pakistan

2Department of Mathematics and Statistics, Faculty of Science, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh 11432,
Saudi Arabia
3King Salman Center for Disability Research, Riyadh 11614, Saudi Arabia
4Sustainable Energy Technologies Center, College of Engineering, King Saud University, Riyadh 11421, Saudi Arabia
5Department of Psychology, Government Degree College Nowshera, Nowshera, Pakistan

Correspondence to:
Salah Uddin Khan*, e-mail: [email protected]

Received: January 24 2024; Revised: March 3 2024; Accepted: March 3 2024; Published Online: March 28 2024

ABSTRACT
The current study investigates emotional and behavioral disorders among students in higher grades, focusing on both private and public sector
schools. Moreover, the research is conducted in two phases that involve translation and validation of an assessment instrument, followed by admin-
istration to a sample of 406 students between the ranges of 13-18 years of age. In phase one, the instrument was translated and the translated version
was administered to a sample N = 20. The effectiveness of items within the instruments was addressed and the scale exhibited good internal consist-
ency and reliability. For the main study, the Problem with School Children Scale (PWSCS) was administered to a sample of 406 students with ages
ranging from 13 to 18 years. Multiple regression and independent t-tests were used to analyze the data. The result showed that secondary high school
students exhibited higher emotional problems as compared to behavioral problems. The finding also revealed that students from private schools face
higher levels of emotional and behavioral problems compared to those from government schools. This study also revealed that demographic variables
(socioeconomic status and family structure) did not significantly predict emotional and behavioral problems positively, while other demographic
variables (gender, illness, and school type) did not significantly predict emotional and behavioral problems negatively among secondary high school
students. These results highlight the significance of addressing emotional and behavioral issues among higher-grade students and recommend the
importance of targeted interventions in both sectors.

KEYWORDS
behavioral problems, emotional problems, demographic factors, secondary high school students, public, private institutions

INTRODUCTION
An individual with a behavioral disability experiences the adolescent to the principles and regulations; strict cas-
changes in his or her thoughts and emotions that result in tigating was considered a common and correct approach to
challenging behaviors (Salwa et al., 2014). When children controlling children (Santrock, 2007). The adolescents were
suffer from emotional and behavioral problems, they often subjected to forced labor, framed to work for long durations
have poor school adjustment, low efficiency, high absen- in hazardous conditions for very little pay and without any
teeism rates, low self-esteem, social incompetence, lone- lawful due (Berk, 2006). The concerns of the community for
liness, and little feeling of well-being later in life (Konu the physical and mental health of the youths were almost
et al., 2002). The upcoming period of every socialized and non-existent. There was no medical complex available for
advanced community depends on the development and children either (Berk, 2006).
proper growth of children (Zelizer, 2014). Over the past few Childhood is the most consequential and determined
decades, kindergartners and teens have acquired a unique period of natural life and a thriving adolescent is important
status in the world. Attention to children’s well-being and for subsequent growth and development. Alongside devel-
rights has opened new doors to countenance at the children’s opmental changes, the periods of adolescence and kinder-
growth and development (Wilmshurst, 2009). Parents usu- garten are under the authority of social, emotional, physical,
ally used strict castigating and effective measures to adjust and biological building blocks. These blocks also contribute

1
2 S. Ali et al.: Emotional and Behavioral Problems Among Higher-grade Students

to making it a nerve-racking experience, thus making the behavioral and emotional problems among secondary high
adolescents more responsive to developing behavioral and school students. Furthermore, this phase involved adminis-
emotional problems (Santos et al., 2016). Children’s rights tering the translated “Problem with School Children Scale
were apprehended across humanity. Multiple voluntary and (PWSCS)” to a sample of 406 students who were evenly dis-
government-sponsored organizations have started work to tributed in both public and private sector schools. The data
ensure adolescents’ rights. The economic and industrial rev- analysis of this study comprised summary statistics, a t-test
olution in the West and advancement in medical science were for comparing emotional and behavioral issues across these
the main factors responsible for providing cognizance about two categories, and a multiple regression model to assess the
kindergarten and adolescents. Contemporary technology, effect of demographic factors on emotional and behavioral
good communication, ceaseless educational expansion, and issues.
increased societal cognizance made kindergarteners and ado-
lescents an integral part of society (Wilmshurst, 2009). Even
then, with increasing advantages and extended knowledge, Translation of PWSCS
child and adolescent psychopathologists have sought sober
concentration in the last 20 years (Rutter and Stevenson, The scale was developed by the Canadian Pediatric
2008). Presently, researchers contend with the major and Association in 2012 to identify psychological problems
important issue of mental health problems in kindergarten- among school children. It contains 30 items; all of the
ers and adolescents (Heyerdahl et al., 2004). Various studies items have a 3-point range of responses (1-3) from 1 (No
have been carried out on emotional and behavioral problems Concern), 2 (Minor Concern), and 3 (Major Concern). The
(Lau and Kan, 2010). It is alarming to note that emotional total score ranges from 30 to 90, which shows that the
and behavioral problems in some schools in Pakistan have higher the score, the higher the problematic behavior. The
been noted to be higher than those in other countries, as con- reliability of the questionnaire is 0.93 for secondary high
cluded from a study in private and community schools (Syed school–age youth. The questionnaire has no copyright pro-
et al., 2009). tection. The translation of PWSCS was carried out in the
Numerous studies have shown that in the later stage of following five steps.
life, a strong relationship is established between unpleas-
ant childhood experiences and psychopathology (Foley
and Weinraub, 2017). It has also been recommended that Forward translation of PWSCS
early and timely documentation of emotional and behav-
ioral challenges of kindergarten and adolescents may head The PWSCS English version was translated into the Urdu
off the extended unhealthy consequences related to mental language by following the guidelines. One male and two
health problems, which are not identified and not treated female translators, bilingual in English and Urdu and hold-
(Freeman et al., 2011). According to Syed et al. (2009), ing MS degrees in Psychology explained the purpose and
18.3% of children in secondary schools reported emotional nature of the instrument to maintain the quality of the trans-
problems, and 35.8% reported behavioral problems. School lation. They were asked to translate the scale conceptually,
children in Pakistan were also assessed using Rutter rating using simple language and retaining the cultural context
scales for behavioral and emotional problems. Using the while avoiding any jargon. Three independent forward trans-
Rutter behavioral scale, another study conducted on 957 lations were obtained.
schoolchildren in India found behavioral problems in 45.6%
of children, with 36.5% having major behavioral problems
(Hong et al., 2015). According to a study conducted in India Expert panel
(McConaughy, 1993), 25.6% and 74.4% of high school stu-
The expert panel comprised three members: two were MS
dents had behavioral problems.
students in clinical psychology and the third one was a
The core aims of this research include:
­faculty member of Psychology with experience in psycho-
• Exploring the emotional and behavioral disabilities among
metrics. The MS students were approached based on their
high school children.
experience in research, which averaged 2-3 years. The expert
• Determining the emotional and behavioral problems in
panel reviewed all three Urdu translations of PWSCS and a
public and private high schools.
final translated version was agreed upon. Those words and
phrases that were conceptually closer to the English items,
simple, and culturally relevant were selected.
METHODOLOGY
Back translation
This research aims to explore emotional and behavioral
issues among secondary school students. For this purpose, The final version was translated by a female bilingual transla-
20 secondary high school students were pre-tested and inter- tor who holds a Master’s degree in English. The purpose was
viewed to examine the clarity and comprehensibility of the to assess the conceptual equivalence of the translated scale
translated scales. The study comprised two phases. In phase with the original scale. The back translation was reviewed
one, the scale was translated from English to Urdu. In phase against the source language. All the items were conceptually
two, this translated version of the scale was used to assess relevant to the original English version of PWSCS.

Journal of Disability Research 2024

S. Ali et al.: Emotional and Behavioral Problems Among Higher-grade Students 3

Pre-testing and cognitive interviewing individual or others is likely to be set up in severe distress or
behavior which is likely to severely bound to use of common
The version approved in the previous step was then pre-tested. community facilities. Behavior can be viewed as “abnormal,”
while normal deduces the “average”, “standard” and “regu-
lar” Thus the idea of “abnormal” indicates a significant devi-
Pre-test sample ation from the “standard” or “average”.
Generally, the most common complaint in school children
For this purpose, 20 secondary high school students (10
when depressed is abdominal pain or nausea, which leads to
boys, 10 girls) were randomly selected from the targeted
an undisciplined environment in the classroom (Darewych
population. The age group of the sample was from 13 to 18
and Bowers, 2017). The presentation of trouble-making
years [M = 23.31, standard deviation (SD) = 1.70].
behavior which can finally conclude the adjustment in a
place of protection, develops England’s code of practice.
According to guidelines for identifying children with
Final version of PWSCS behavior problems include traits such as irregular school
attendance, withdrawal symptoms, insalubrious habits, high
The cognitive interviewing informed that none of the items
contingency on drugs and alcoholic substances, uncon-
was difficult to read or comprehend for the participants.
trolled, crazy, and troublesome behavior, attempts to distract
Hence, PWSCS was considered ready to be used in the main
other learners, and mental disturbance.
study.
Unique adolescents are said to be the backbone of every
society. Many studies have asserted the significance of
increased investment in child development that can help them
become useful citizens of society (Miller and Jones, 2014).
THEORETICAL ANALYSIS
Children are highly dependent on their parents or guardians
The biophysical model
and are helpless on their own, so the most important responsi-
bility of a family is to provide protection, care, and sympathy
The biophysical model suggests that behavioral and emo-
to their children (Aynsley-Green, 2014). This has not always
tional issues existing in teenagers stem from biological and
been the situation. At the beginning of the Renaissance and
physical factors, especially disorders of the “central nervous
self-rule, adolescents and youth gained a distinct position in
systems (CNS).” According to this model problems first arise
humanity, and the acceptance of adolescents as human beings
from biological and physical factors and due to this reason
is a very recent phenomenon (Wilmshurst, 2009). Previously
problematic behavior could be traced back to physical illness,
adolescents and youth had no rights and were treated as serv-
particularly disorders of CNS. A direct relation between
ants by the state and society (Wolfe, 2016).
physical disorder and problem behavior strongly supports
Society and parents humiliate and abandon their children
this hypothesis, which states that behavior is an outcome of
and brutal discipline is used to treat them (Gelfand et al.,
an internal physical problem (Mäntymaa et al., 2012). The
2013). In the 19th century, adolescents had an extravagant
cause of the emotional and behavioral problems is treated as
death rate due to unbalanced nourishment, and insalubri-
constitutive, which means that the behavioral problem nei-
ous and unsanitary medium (Berk, 2006). Gradually, after
ther arises from the body of the learner nor evolves from the
centuries of harsh treatment and neglect the behavior of
atmosphere of the learner (Dahl and Conway, 2009).
society toward children started changing. Childhood and
youthfulness began to be considered as an important part of
human life and gained greater attention from researchers and
Genetic factors
authorities (Burt, 2012).
Two major factors extensively provided toward the upris-
This perspective plays an important part in developing teen-
ing the attentiveness towards a child. The primary agent was
agers’ behavior and emotions. Genetic factors have also a
economic development and industrialization (Wolfe, 2016).
great influence on the teenager’s behavior and emotion. Two
The rapid development in technologies and machines had
kinds of genetic disorders are identified, namely: an advanced
sufficiently minimized the claim for work. Urbanization puts
disorder that starts at an early stage of life and exhibits some
the world’s concentration on children. There was a change
serious symptoms based on some sort of a genetic habit, lead-
of center from child labor to adolescent rights as the bill for
ing to a poor prognosis. The second one is the reactive disor-
mandatory schooling for children was passed in the United
der, which appears suddenly and exhibits milder symptoms
States of America (Wilmshurst, 2009).
with better progress and without a genetic habit at the early
stage. However, the view of genetic theory is quite controver-
sial because of a lack of experimental evidence.
Behavior problems
Any unusual kind of behavior that is above the supposed
norms for age and level of growth can be depicted as a behav- Neurological factors
ioral problem. It has been explained by Coholic and Eys
(2015), as culturally abnormal behavior(s) of such emotion, These factors commonly known as “neurological factors”
prevalence, or duration that the physical protection of the are significant contributors to an adolescent’s emotions

Journal of Disability Research 2024

4 S. Ali et al.: Emotional and Behavioral Problems Among Higher-grade Students

and behavior. A brain dysfunction can also influence a The scale analysis showed that the scale is reliable and
child’s emotions and behaviors. Many symptoms can be appropriate for the current population.
seen when a child’s brain is damaged (Erturk Kara, 2017); Two scales were used in this study.
for example, mental uncertainty, confusion, hallucination, (a) Demographic questions
loss of impulse control, hyperactivity, divisibility, and Demographic data consists of a questionnaire relevant
liability. However, it is not so easy to determine whether to the study variables of children’s age, gender, class,
the learner is experiencing these symptoms, as they can school, medical condition, socioeconomic status, and
sometimes be mistaken for different conditions (Dahl and family system (Annexure I).
Conway, 2009). (b) PWSCS-Urdu
The measure (Urdu version), finalized in Phase I of
the study, was used for assessing the emotional and
Developmental theory behavioral aspects. The original scale was developed
by the Canadian Paediatric Association in 2012 to iden-
The development theorists posit that delays in children’s tify psychological problems among school children. It
development may make individuals susceptible to behavio- contains 30 items, and all of the items have a 3-point
ral and emotional issues during adolescence. According to range of responses (1-3) from 1 (No Concern), 2 (Minor
this theory some learners who exhibit behavioral and emo- Concern), and 3 (Major Concern). The total score ranges
tional problems have nervous systems that do not develop from 30 to 90, with higher scores reflecting problematic
in accordance with their age. Developmental theorists have behavior. The reliability of the questionnaire is 0.93 for
posited that delays in child development can be a reason for high school-age youth. The questionnaire has no cop-
making a susceptible to initiating behavioral and emotional yright protection. The Urdu version of the instrument
problems (Gharamaleki and Rajabi, 2010). Different parts was used (Annexure II).
of development can exhibit delays, i.e., sensory integration,
neurological organization, etc. Stage theorists suggest that a
learner must complete earlier stages of development, prior to Procedure
meeting the challenges of the subsequent phases of develop-
The current study included school children of both public and
ment (Waller et al., 2014). Youngsters showing poor social
private schools of Khyber Pakhtunkhwa, district Peshawar.
skills or learning problems need to improve their lower
The detailed data of the public and private schools was col-
developmental skills (Mäntymaa, 2012).
lected for drawing a random sample of district Peshawar
through the Private Schools Regulatory Authority (PSRA)
and District Education Office Peshawar.
Pre-test analysis The data collection was started after obtaining permission
from the authorities of both government and private schools.
Sample They were instructed about the purpose of the research. They
Secondary High school students will fill in appropriate ques- were guaranteed that the collected data material would be
tionnaires. A sample of 406 students, including 203 from kept confidential and only be used for research purposes for
public and 203 from private secondary high schools, was students and schools alike and will be used for research pur-
selected using the Slovene formula. The study was carried pose only. The first page of the questionnaire (Annexure I)
out in four government and four private secondary high included demographic information and the second page of
schools in the Peshawar district for children falling in the age the questionnaire (Annexure II) included necessary instruc-
range of 13-18 years. The four towns of district Peshawar tions and the purpose of the study.
were considered as four clusters, of which one and three
were randomly selected.
Data analysis
Statistical Package for Social Sciences (SPSS) 25 was used
Instruments for the analysis of the data. The computed mean and SD
After validation through the pre-testing stage, an instrument for all the variables conveyed the concurrent validity of
for Problems with School Children was adopted for use in the the instrument. A t-test was applied in order to determine
main study. A structured questionnaire containing 30 closed- whether significant differences existed between government
ended questions was used to collect the data (Table 1). and private school students. Given the study objectives, mul-
tiple regression analysis was carried out.

Table 1: Psychometric properties of the Problem with

School Children Scale (PWSCS) used in the study.
RESULTS AND DISCUSSION
Scale No. of items Mean SD ` Skew
PWSCS 30 23.31 1.70 0.872 0.802 The study explored the behavioral and emotional problems
Abbreviations: a, Cronbach’s alpha; PWSCS, Problem with School among secondary high school students. The study also inves-
Children Scale; SD, standard deviation; Skew, skewness. tigated the effect of demographic factors on the occurrence

Journal of Disability Research 2024

S. Ali et al.: Emotional and Behavioral Problems Among Higher-grade Students 5

of behavioral and emotional problems. Mean, SD, and problems, with t (198) = 0.245, P > 0.294. Findings indi-
Cronbach’s alpha of all variables were calculated apart from cated significant mean differences in behavioral problems
t-test and multiple regression analysis. between government and private secondary school students,
Table 2 shows mean and SD values for behavioral and with t (198) = 0.2.50 P > 0.000. Overall analysis reveals that
emotional problems. A finding indicates significant mean students in private schools face higher levels of emotional
differences between emotional problems (M = 7.14, P > and behavioral problems compared to those in government
0.000) and behavioral problems (M = 6.04, P > 0.000). secondary schools.
Results indicate that high school students exhibited higher Table 4 analysis results revealed that demographic varia-
emotional problems as compared to behavioral problems. bles (socioeconomic status and family) did not significantly
Table 3 shows the SD, mean, and t-values for emotional predict emotional problems positively, while other demo-
and behavioral problems among private and government graphic variables (gender, mental illness, status, and school
secondary high school students. The findings indicate no type) did not significantly predict emotional problems nega-
significant mean differences between government and pri- tively among secondary school students, accounting for 4%
vate secondary school students with respect to emotional (R = 0.042) of the variance in predicting emotional problems.
Table 5 analysis results revealed that demographic varia-
bles (socioeconomic status and family) did not significantly
Table 2: Mean and SD of behavioral and emotional predict behavioral problems positively, while other demo-
­problems among secondary school children on study graphic variables (gender, mental illness, status, and school
­variables (N = 406).
type) did not significantly predict emotional problems neg-
Variables M SD P-value LL UL atively among secondary school students, accounting for
Behavioral problems 6.04 4.63 0.00 5.58 6.49 5% (R = 0.053) of the variance in predicting behavioral
Emotional problems 7.14 4.24 0.00 6.72 7.55 problems.
Abbreviations: LL, lower limit; M, mean; SD, standard deviation; Secondary high school students are more vulnerable to
UL, upper limit. behavioral and emotional problems, as adolescence is a

Table 3: Mean, SD, and t-values of emotional and behavioral problems among private and government secondary school
children on study variables (N = 406).
Variables Government (n = 203) Private (n = 203) t (198) P-value 95% CI
M SD M SD LL UL
Emotional problems 7.08 4.49 7.19 3.98 0.245 0.294 −0.725 0.932
Behavioral problems 5.46 3.53 6.61 5.47 2.50 0.000 0.248 2.04

Abbreviations: CI, confidence interval; LL, lower limit; M, mean; SD, standard deviation; UL, upper limit.

Table 4: Multiple regression analysis showing the impact of demographic variables on the occurrence of emotional prob-
lems among high school children (N = 406).
Predictors B S.E. a t P-value R2
Constant 5.33 1.095 4.868 0.000
SES 0.657 0.452 0.073 1.453 0.147 0.042
Gender −1.461 0.544 −0.137 −2.684 0.008
Mental illness −0.458 0.645 −0.037 −0.710 0.478
Family 0.704 0.477 0.076 1.476 0.141
School −1.202 0.466 −0.130 −2.580 0.010

Abbreviations: b, standardized regression coefficient; B, regression coefficient; R2, coefficient of determination; S.E, standard error;
SES, low socioeconomic status.

Table 5: Multiple regression analysis showing the impact of demographic variables on the occurrence of behavioral
­problems among high school children (N = 406).
Predictors B S.E. a t P-value R2
Constant −1.63 03.53 −0.463 0.644
SES 0.605 0.451 0.068 1.342 0.180 0.053
Gender −1.214 0.555 −0.114 −2.187 0.029
Mental illness −0.571 0.645 −0.046 −0.885 0.377
Family 0.745 0.475 0.080 1.566 0.118
School −1.262 0.465 −0.136 −2.714 0.007

Abbreviations: b, standardized regression coefficient; B, regression coefficient; R2, coefficient of determination; S.E, standard error;
SES, low socioeconomic status.

Journal of Disability Research 2024

6 S. Ali et al.: Emotional and Behavioral Problems Among Higher-grade Students

stage of stress and turmoil (Varlinskaya and Spear, 2008). school type) did not significantly predict these problems
The current study was conducted to assess the difference in among secondary high school children. These non-significant
emotional and behavioral problems among secondary high associations attribute no significant influence on the manifes-
school children. tation of such issues among secondary school children in the
The first hypothesis aimed to explore emotional and context of current study. These outcomes signify the complex
behavioral problems among high school children, and the interplay of various demographic variables in shaping emo-
findings revealed significant mean differences in emotional tional and behavioral outcomes among these children.
problems (M = 7.14, P > 0.000) and behavioral problems According to the literature, behavioral and emotional
(M = 6.04, P > 0.000) among secondary school students. problems in secondary high school adolescents are associ-
Results indicate that high school students exhibited higher ated with low socioeconomic status, poor family systems,
emotional problems as compared to behavioral problems. low self-esteem, social incompetence, isolation, and a lack
The results are consistent with prior studies by Collishaw of sense of well-being in the future. According to Konu et al.
et al. (2004), who determined that there is a wide fluctua- (2002), there is no relationship between poor school adjust-
tion in the frequencies of emotional and behavioral prob- ment, poor school performance, excessive dropout rates,
lems among school students, and they face more emotional and gender. Numerous studies (Keiley et al., 2003; Silver
problems as compared to behavioral problems. A study con- et al., 2010) have indicated a link between behavioral and
ducted by Syed et al. (2009) found that teachers rated 38.3% emotional problems of youngsters and teenagers and associ-
of issues as emotional and 35.8% of issues as behavioral. ated parental family-related issues. Another study conducted
Another study on emotional and behavioral problems in by Abdel-Fattah et al. (2004) in Saudi Arabia associated a
school children was carried out using Rutter rating scales. greater chance of rising behavioral and emotional problems
The study revealed a high rate of emotional problems as with parental education level.
compared to antisocial and conduct problems (Javed et al., Similarly, demographic factors were associated with
1992). Results of another study conducted in India on 957 emotional and behavioral problems among school students.
school children using the Rutter behavioral scale showed Behavioral and emotional problems most often result from
that approximately 45.6% of the children experienced divorce, separation, and joblessness of parents (Harland et al.,
emotional problems, of which 36.5% of children also had 2002). Another study, conducted by Bittner et al. (2007), has
behavioral problems (Gupta et al., 2001). Another study shown a strong connection between socioeconomic status,
conducted in India found behavioral and emotional prob- family, and behavioral and emotional problems.
lems in high school students at 25.6% and 74.4%, respec- Several studies (Larsson and Frisk, 1999) also found
tively (McConaughy, 1993). Another study shows that in that school students from low socioeconomic backgrounds
high school children have more emotional and behavio- reported more behavioral and emotional problems. Similarly,
ral problems compared to those in middle school (Saleem a study examining the influence of low socioeconomic sta-
and Mahmood, 2013). However, these issues persist in an tus on mental health among school students was conducted
increasing number of children. Still, sufficient research work on 541 Black and 379 White students. There was a strong
has not been carried out in Pakistan to conclusively estab- relationship between poverty and emotional and behavio-
lish the incidence and extent of prevalence of emotional and ral problems in white children. According to Costello et al.
behavioral problems (Syed et al., 2009). (2011), strict parents and mental health problems in the fam-
According to the second hypothesis, the emotions and ily were also risk factors for child psychopathology.
behavior of public and private high school students would A longitudinal study conducted by Wadsworth and
differ significantly, and the results also revealed a non-sig- Achenbach (2005) also found that long-term adverse effects
nificant difference between government secondary school can be prevented if school students with emotional problems
students and private secondary school students in terms are identified early on as if they are not treated or go unno-
of emotional problems, with t (198) = 0.245, P > 0.294. ticed, they will have long-term negative effects. Other exper-
Findings indicated significant mean differences between imental studies have examined the relationship between
government and private secondary high school students with behavioral and emotional problems and gender but found no
respect to behavioral problems, t (198) = 0.2.50 P > 0.000. correlation.
The overall analysis indicates that students from private
schools face higher levels of emotional and behavioral prob-
lems compared to those in government secondary schools.
According to the results of a study conducted in Delhi by CONCLUSION
Rousseau (2008), on public and government high school stu-
dents, private school students showed notably higher rates The present study concluded that there is a predictive asso-
of emotional and behavioral problems, while public school ciation between emotional and behavioral problems in sec-
students were considerably well due to their adjustment and ondary level school children as well as their demographic
coping strategies. effects. It has been observed by Wilmshurst in 2009 that due
The third hypothesis was tested, and the results of the to unawareness children have been overlooked in modern
current study revealed that demographic variables (socio- society and face a lot of behavioral and emotional prob-
economic status and family) did not significantly predict lems. Likewise, according to the attention to kids and their
­emotional and behavioral problems positively, while other well-being has expanded from psychology to other disci-
demographic variables (gender, mental illness, status, and plines. The basis of developmental psychopathology and

Journal of Disability Research 2024

S. Ali et al.: Emotional and Behavioral Problems Among Higher-grade Students 7

school psychology in the study of teenagers was established be addressed by future researchers in this area. For instance,
by the increased understanding of teenagers. The problems the first limitation of this study is the limited scope that
of children related to mental health have also been focused restricts the generalizability of the findings to other contexts.
on fresh advancements and trends. Teachman (2008) stated Secondly, the cross-sectional design (instead of longitudinal)
that over time the notion of psychological health, quality may also limit the impact on academic performance. Thirdly,
of life, and well-being of children was replaced by mental the demographic factors considered by this study are limited
illness. The study offered a unique opportunity to explore and the socioeconomic factors such as family dynamics and
the phenomenology of the kinds, forms, and frequencies cultural background may play an important part but could
of behavioral and emotional problems. Furthermore, this not be considered by this study. Finally, this study did not
research will also enhance the understanding of the expe- consider the influence of the leftover significant cultural
riences, appearances, and signs of emotional and behavio- differences (though it considers the emotional and behav-
ral problems influenced by the culture. Similarly, to realize ioral aspects only). Future research studies should explore
the necessity for intervention and also for the establishment additional factors contributing to these issues and evaluate
of psychological health facilities in schools, it is necessary the effectiveness of intervention strategies in diverse educa-
to identify the kind, distribution, and strength of emotional tional contexts. Furthermore, future studies could effectively
and behavioral problems at appropriate times. The associa- address the limitations indicated by this study.
tion between emotional and behavioral problems and child
performance in school will also be identified in this study.
The findings of this study will help in creating a child’s indi-
vidual functional profile, which will be useful in planning ACKNOWLEDGEMENT
interventions for children. The findings of this study empha-
size the significance of early identification and intervention The authors extend their appreciation to the King Salman
to support the mental health and well-being of students in Center for Disability Research (funder ID: http://dx.doi.
both school settings. Besides the valuable contribution of the org/10.13039/501100019345) for funding this work through
current research, a few limitations are indicated that could Research Group no KSRG-2023-267.

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S. Ali et al.: Emotional and Behavioral Problems Among Higher-grade Students 9

ANNEXURE I: DEMOGRAPHIC DATA SHEET.

Name
Grade
Gender Male Female
Institute Government Private
Family system Combine Individual
Physical illness Yes No
Financial conditions Good Poor

ANNEXURE II: PROBLEM WITH SCHOOL CHILDREN SCALE.

Please perform your daily performance in the aspects below. Write according to observation.
1. Interested in working with colleagues.
2. Engage with colleagues.
3. Dealing with the fellows.
4. Relationship within the group.
5. To play with ideas.
6. To play alone.
7. Fear in the mind and heart.
8. Participating in talks or activities with others.
9. Giving to others and taking your turn.
10. To comfort and comfort others.
11. Obeying rules and restrictions.
12. Successfully adapting to changes in routine.
13. Symptoms of physical pain: stomach, headache, etc.
14. Period of attention.
15. Don’t control the components.
16. Be on the move at all times.
17. Don’t listen to the instructions/instructions.
18. Anger rises to the point of violence.
19. Damage to property.
20. Running away from school.
21. He is often absent from school.
22. He/she’s lying.
23. It deceives.
24. Breaking the law leads to legal problems.
25. Repetitive movements or habits such as moving a hand or part of the body.
26. Specific topics and topics to talk about.
27. Acts that must be repeated repeatedly and compulsorily, like religious rituals.
28. It’s often sad.
29. He/She is often frightened.
30. Difficulty of mood/mood.

Journal of Disability Research 2024