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

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