COMMON BEHAVIORAL PROBLEMS AMONG SCHOOL CHILDREN: A CROSS-SECTIONAL STUDY

Abstract

Background: Behavioural problems in school-aged children are a significant public health concern, affecting emotional, social, and academic development. Early identification and intervention are crucial, particularly in urban centers of Pakistan where data remain limited.

Objective: To determine the prevalence and types of behavioural problems among school children in Peshawar, Pakistan, and to identify associated demographic and socio-environmental factors.

Methods: A cross-sectional study was conducted in selected public and private schools of Peshawar from June to November 2025. A total of 300 children aged 6–12 years were assessed using the Strengths and Difficulties Questionnaire (SDQ), completed by parents and teachers. Socio-demographic data were collected through structured questionnaires. Statistical analyses included chi-square tests and t-tests, with significance set at p < 0.05.

Results: Of the 300 children, 72 (24%) were identified with significant behavioural problems. Conduct problems (41.7%) and hyperactivity/inattention (38.9%) were the most common, followed by emotional problems (34.7%), peer problems (30.6%), and low prosocial behaviour (25%). Behavioural problems were significantly associated with nuclear family structure (p = 0.04) and lower parental education (p = 0.03), whereas gender differences were not significant.

Conclusion: Nearly one-fourth of school-aged children in Peshawar exhibit behavioural problems, predominantly conduct and hyperactivity issues. Early detection through school-based screening, parent education, and counselling services is recommended to support emotional, social, and academic outcomes