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It is widely accepted that different aspects of a child's development are related over time. Dr Jess Deighton (EBPU, Division of Psychology and Language Sciences) led the study to investigate the link between internalising symptomsÌý(i.e. those that are focused inwards, such as depression and anxiety); externalising problemsÌý(i.e. those that are directed outwards, such as aggressive behaviour);Ìýand academic attainment during childhoodÌýin two age groups: middle childhood (agesÌý8-9) and early adolescence (ages 11-12).Ìý

Children completed questionnaires at the beginning of the study and again two years later.ÌýThe analysis of the resulting data built on the principle of development cascades: different aspects of functioning are developmentally related, and these relationships may vary according to the age and stage of development.Ìý

The study's results highlight that externalising problems can be barriers toÌýacademic achievementÌýforÌýprimary and secondary schoolÌýstudents.ÌýFindings suggest thatÌýinterventionsÌýaimed at addressing challenging behaviourÌýcouldÌýalsoÌýhelp to enhance academic achievement.

The results also indicatedÌýsome difference between the different age groups involved in the study groups:Ìýinternalising problemsÌýpredictedÌýlater academic attainment, but only forÌýthe adolescent age group.ÌýFurthermore,Ìýlow academic attainmentÌýwasÌýrelated to later internalising symptoms, but only in the middle childhood age group.

According to Dr Deighton et al, this study draws out interesting similarities and differences between these two age groups, and contributes to the growing research on longitudinal associations between internalising symptoms, externalising problems and academic attainment in childhood and adolescence.

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• Source: EBPU

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