Social, Emotional, and Behavioral Functioning of Secondary School Students With Low Academic and Language Performance: Perspectives From Students, Teachers, and Parents

Victoria L. Joffe, Emma Black
2012 Language, Speech & Hearing Services in Schools  
This is the published version of the paper. This version of the publication may differ from the final published version. Permanent repository link: http://openaccess.city.ac.uk/1981/ Link to published version: http://dx. Abstract Purpose: Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional and behavioral difficulties (SEBD). Most studies of social, emotional and behavioral functioning (SEBF) in individuals with
more » ... language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a non clinical group of 12-year old students with low language and educational performance from their own perspectives and those of their parents and teachers. Method: The Strengths and Difficulties Questionnaire was given to 352 mainstream secondary school students underperforming academically and with poor language performance. Two hundred and twenty five of their parents and 230 of their teachers also completed the questionnaire. Results: Students with low educational attainment and poor language showed significantly greater SEBD than a normative sample as reported by themselves, their parents and teachers. Significant differences were found across respondents with students identifying more overall difficulties than parents or teachers. Conclusions: Secondary school students with low academic and language performance are more vulnerable to experiencing SEBD compared to typically developing peers. The extent of their difficulties varied depending on the informant, emphasizing the importance of gaining views from multiple perspectives. Key Words: social, emotional and behavioral difficulties, adolescence, poor language performance, poor educational attainment, student, parent and teacher perspectives. SOCIAL AND EMOTIONAL FUNCTIONING IN ADOLESCENCE outcomes.
doi:10.1044/0161-1461(2012/11-0088) pmid:22826365 fatcat:otwgjcxtifdutlnxgak72r6n6i