Sentences with phrase «academic problems compared»

Research has found that following separation and divorce, children are twice as likely to have emotional, social, behavioural and academic problems compared to children from families that are still together.

Not exact matches

He bristled when the head of one school turnaround company compared Indianapolis Public Schools» academic problems to stage three cancer during a recent state board meeting.

Track behavior and academic performance over time to see students grow throughout the year, identify problems before they escalate, and compare to the class average.

For example, compared to controls at post-test, pupils in SEL programmes demonstrated superior SEL skills and prosocial attitudes, higher levels of prosocial behaviour, reduced levels of conduct problems and emotional distress, and enhanced academic performance including up to an 11 percentile gain in school achievement.

Some research seems to back employers» fears: Nearly one third of employees with self - reported credit problems engaged in «counterproductive work behavior,» such as theft or accepting bribes, compared to about 18 % of employees without financial problems, according to a 2008 academic study.

«The problem with the models is that their error bars are so huge, compared to the trend that they are intended to predict, that they basically can not be falsified during the academic lifetime of their creators, no matter what happens.»

Specifically, we studied the behavior problems and academic performance of children from single - parent families compared with children from nuclear families according to teachers» views.

Membership in a single - parent family or stepfamily is associated with increased levels of significant behavioral, emotional, and academic problems in children.1, 2 The mechanisms underlying this connection are likely to involve, among other factors, financial adversity, increased stress directly related to family transitions, and increased exposure to additional psychosocial risks.3, 4 Compared with the extensive research base connecting family type (ie, membership in a 2 - parent biological family, stepfamily, or single - parent family) and children's psychological adjustment, little is known about the physical health consequences of membership in diverse family types.

The research shows that foster care can lead to benefits across a range of domains including antisocial behaviour, 21 sexual activity, 22 school attendance and academic achievement, 23 social behaviour and quality of life24 compared with children who remain at home or who reunify following foster care, and that enhanced foster care can produce even better outcomes in terms of fewer mental and physical health problems.25

Maternal depression is demonstrated to contribute to multiple early child developmental problems, including impaired cognitive, social and academic functioning.3 - 6 Children of depressed mothers are at least two to three times more likely to develop adjustment problems, including mood disorders.3 Even in infancy, children of depressed mothers are more fussy, less responsive to facial and vocal expressions, more inactive and have elevated stress hormones compared to infants of non-depressed mothers.7, 8 Accordingly, the study of child development in the context of maternal depression is a great societal concern and has been a major research direction for early childhood developmental researchers for the past several decades.

CD is associated with increased risk for academic, psychiatric and sexual behavior problems compared to ADHD girls without CD.

Children from dissolved families generally have more internalizing and externalizing problems, lower academic achievements and poorer social adjustment, compared with children from intact families (Frisco et al. [2007]; Størksen et al. [2006]; Sun and Li [2002]-RRB-, and the negative association between parental divorce and adjustment persist into adulthood (Amato and Sobolewski [2001]; Størksen et al. [2007]-RRB-.

Compared with uninvolved adolescents, traditional, cyber and mixed bullies had lower levels of academic variables; traditional and mixed victims had higher levels of emotional problems and affective empathy; and mixed bully - victims had lower levels of both academic and socio - emotional variables.

METHODS: Suitable for inclusion were 14 studies on academic achievement, 9 studies on behavioral problems, and 12 studies on EF, which compared a total of 4125 very preterm and / or VLBW children with 3197 term - born controls.

For example, compared to their peers, adolescents with ADHD experience higher rates of family conflict (Deault 2010), peer problems (Gardner and Gerdes 2013), academic failure (DuPaul and Langberg 2014), comorbid mental health problems (Larson et al. 2011), substance use (Lee et al. 2011), and driving citations / crashes (Barkley et al. 1996).