Teacher perception of students' social skills and behavioral problems in Elementary School

Abstract

Studies have demonstrated impairments in students’ learning and behavior in the post–COVID-19 context. This study compared groups of children with behavioral problems—identified by teachers and confirmed by a validated instrument—regarding social skills, age, and sex, and analyzed the predictive effects of specific social skills and demographic variables. A total of 132 elementary school teachers from public schools in southeastern Brazil reported on 197 students. Data were collected using sociodemographic information, the Socially Skilled Responses Questionnaire, and the Strengths and Difficulties Questionnaire. Univariate and multivariate analyses were conducted. Results showed that boys and children with behavioral problems had greater emotional difficulties and lower social skills. A significant age interaction indicated higher symptoms among older children. Behavioral problems were predicted by lower scores in specific social skills. These findings highlight the importance of assessing behavioral variables in the post-pandemic context to guide interventions for schoolchildren.