School Performance Research Articles

Improving pupil performance in rural Ghana basic schools: Principals' leadership challenges

This research used the multiple qualitative case study design, aiming to explore the leadership challenges of principals of basic schools in rural Ghana. Specifically, the study was to uncover the latent conditions frustrating the efforts of the principals to improve pupil performance and to explore leadership practices of school principals that could address the challenges and boost rural pupil performance. The study utilised multiple sources to obtain data from 33 participants accidentally selected. The study found that the principals could not do much to improve rural pupil performance because of ill-equipped learning environments, school indiscipline, ineffective instructional supervision, parents’ casual attitudes towards formal education, and mass promotion. The research revealed further that, to salvage the situation, the leaders needed to engage in practices such as vision-driven leadership, people-centered leadership, leadership based on resourcefulness, autonomous leadership, and decisive leadership. The significance of the study, both locally and internationally, was explored.

Sleep Hygiene Intervention Improves Sleep Time and Duration in High School Students

Abstract Objective To evaluate the effects of a sleep hygiene education program for adolescents to address excessive daytime sleepiness, insomnia, and sleep-related behaviors. Materials and Methods The participants were 98 high school students from the 11th and 12th grades. A day-long health promotion action was conducted at their school science fair to disseminate relevant information about sleep disorders. Social status and sleep perception and habits were evaluated through the following validated questionnaires: the Brazilian Economic Classification Criteria, a questionnaire on sleep habits for adolescents, the Pediatric Daytime Sleepiness Scale, the Insomnia Severity Index, and the Sleep Time-Related Information and Communication Technology questionnaire. The questionnaires were administered before the fair and 12 months after participation, and the results before and after the intervention were compared by means of the Student t-test and the Fisher exact test. For the correlations involving the results, the Pearson correlation was used with the level of significance of p < 0.05. Results A qualitative reduction in poor bedtime habits was observed after the intervention, such as watching television and leaving a cell phone on with sound. A higher frequency of use of electronic devices can affect school performance and contribute to later bedtime on weekends (p < 0.001). Excessive daytime sleepiness was correlated with the excessive use of electronic devices (p = 0.017). Conclusion Some habits changed after the awareness intervention. There was an impact of the use of electronic devices on academic performance, on the regularity of bedtimes, and on excessive daytime sleepiness. We emphasize the importance of health education programs with sustainable actions following actual changes in behavior.

Burnout syndrome, work ability, quality of life and physical activity in teachers during the COVID-19 pandemic in Campo Grande, Brazil.

School performance encompasses several forms of representation, and this has been identified as stressing factors with negative repercussions on teachers' health. In 2020 this scenario was affected by the COVID-19 pandemic, with yet unknown consequences on teachers' health. Our hypothesis is that the disease affected both the quality of life and work ability of teachers. To identify the association between burnout syndrome, work ability, quality of life and physical activity in basic education teachers during the COVID-19 pandemic in the city of Campo Grande, Brazil. Data collection took place from April 2020 to April 2021 through an online form linked to Google Forms. Quality of life was measured using the WHOQOL-bref, Work Ability through Work Ability Index (WAI) and burnout syndrome aspects through MBI-HSS. The association between variables was assessed by Pearson's correlation test with p < 0,05. Teachers self-rated their quality of life positively (good/very good = 55.9%), showed good (43,1%) or very good (27,7%) work ability, and had low emotional fatigue (41.6%), low depersonalization (75.7%) and high personal fulfillment (58.4%). The highest correlations indicate that the greater the emotional fatigue, the lower the WAI (r = - 0.60); and the higher the WAI, the higher the quality of life (all p < 0,05). The associations indicate that those teachers who showed greater emotional fatigue showed less ability to work. In addition, a negative association between emotional fatigue and physical, social and environmental domain of quality of life was also expressed, which may be relevant to the work environment.

A Systematic Review of the Role of School Management Committee for the School Performance in Nepal

According to Nepal&amp;apos;s Education Act (2028 B. S.), the School Management Committee (SMC) is crucial to educational institution governance. This legislation emphasizes the role of School Management Committees (SMCs) in infrastructure management, policy implementation, and school issues. The reviewed articles examine SMCs&amp;apos; complex formation, operational challenges, and crucial role in community involvement to improve education. Although attendance monitoring is difficult, the articles consistently emphasize SMCs&amp;apos; positive impact on community involvement. By encouraging citizen committees like SMCs to make decisions, the international perspective broadens the debate on school democratization. School Management in low-income countries can improve education despite its challenges by encouraging greater involvement, independence, and responsibility. An inclusive strategy that values diverse perspectives is essential for educators and administrators to work together. The Education Act of Nepal establishes and governs School Management Committees (SMCs) to ensure accountable administration and community engagement. The reviewed articles discuss SMCs&amp;apos; benefits and drawbacks and encourage educational institutions and local communities to work together. Complex SMCs require constant dedication to overcome challenges, demonstrating their vital role in improving education. Effective school governance and management shape education quality and equity, especially in poor nations. This article examines School Management Committees (SMCs) and their effects on education in Nepal. SMCs, which include parents, teachers, and local authorities, oversee school activities, encourage community participation, and assure responsibility. SMCs confront many obstacles, including lack of awareness, capacity restrictions, and political meddling, despite their importance. In response to these problems, School-Based Management (SBM) is being promoted to improve community involvement, autonomy, and accountability in school governance. SBM implementation may face resource restrictions and change resistance despite its potential benefits. Effective leadership at the school and SMC levels drives educational improvement and stakeholder collaboration, according to the paper. It promotes school democratization and community decision-making.

The Utilization of Sociometric Tests in Identifying School Integration Challenges Among Students with Immigrant Parents.

The purpose of this study is to investigate how sociometric relationships are configured within the primary and secondary school group that have immigrant parents. The analysis of the specialized literature was carried out based on clear selection criteria, both chronologically and of the variables. Statistical analyses, including correlations and frequency calculations, were conducted for the research variables. The study also clarifies certain procedural aspects in the application of sociometric tests. Our study included four school groups, two with 4th-grade students and two with pre-adolescent high school students. Parental emigration is a phenomenon that can have significant negative effects on the school integration of children who are left behind. They may experience emotional stress and anxiety that can affect their school performance. Some may also face financial difficulties, resulting in material shortages necessary to participate in school activities. The overload of tasks and household responsibilities can lead to their stigmatization in school groups. Our study examined three dimensions of school integration: partnership in work activities, participation in leisure time activities, and leadership within the group. The results of the research indicate a poor sociometric positioning for the children of emigrants, who are often rejected by the group for work activities, ignored in terms of spending free time, and overlooked for leadership roles within the group. Even if there are situations where some of them gain followers, they are also among the students rejected by the group. Most of them are ignored or rejected by the more socially prominent students in the class,

Differential socioemotional and educational profiles in early childhood and primary education students in a lockdown situation

Recent lockdown situations have highlighted social relationship deprivation of schoolchildren and the need to develop the teaching-learning process in informal contexts. The aim of this study was to analyze differential socioemotional and educational profiles in Early Childhood and Primary Education students using variables relating to academic performance during the COVID-19 pandemic. Correlational, descriptive, and inferential statistical analyses were performed that yielded differential explanatory models depending on the stage of education. The results reveal statistically significant differences in all the variables except for family-school relationship. In the linear regression models, the most statistically significant variable for school performance in both stages was family-school relationship. However, differences were found between both profiles: emotional impact for Early Childhood Education students and social impact for Primary Education students. Lastly, leisure activities at home were included as an explanatory variable only in the Primary Education regression model. The final conclusions highlight the need to attend to the evolutionary characteristics of students in each stage to improve school performance in similar lockdown situations.

Study of Sleep Parameters on Respiratory Health and School Performance in Urban Children

Background: Sleep plays a crucial role in maintaining the health and well-being of children, affecting their physical, psychological, and cognitive development. However, research has shown that sleep problems in children are increasingly prevalent, impacting their health and quality of life. Objective: To study the impact of sleep parameters on respiratory illnesses and school performance among children of age group 3 to 15 years. Methods: An observational, cross-sectional study was conducted using a validated questionnaire, in which 300 parents were asked about their children’s sleeping behaviours, as well as about the details of respiratory illness and school functioning. The children's growth parameters were also recorded. Results: 97% of children with early bedtimes (before 10 PM) were found to be more attentive in the class and 83.7% of them had a lower risk of respiratory illness than 82.2% and 52% children with of late bedtimes consecutively (P&lt;0.004). 93.9% of children with night sleep duration of &gt;8 hours, were more attentive and 69.5% of them had a lesser frequency of respiratory illnesses than 78.7% and 53.7% of those with night sleep of &lt;8 hours (P&lt;0.001). The most frequent cause of abnormal sleep behaviour was late-night screen use (25.7%), leading to overweight/obesity in the study population. Conclusion: Children with late bedtime, &lt;8 hours of night sleep, sleep latency &gt;30 minutes, and waking up difficulties had a higher risk of respiratory illnesses and poor school performance. Educating parents and teachers in early identification and correction of children with sleep disorders is very vital.

Investigating the indirect impact of transformational leadership on performance and work alienation: evidence from school principals navigating COVID-19

PurposeAlthough significant research has examined the concept of transformational leadership, few studies have explored the indirect impact of transformational leadership on individual and organizational outcomes within the context of crisis. Accordingly, this study aims to advance our understanding of the indirect impact of transformational leadership on school performance and principals' work alienation within the context of the COVID-19 pandemic. In doing so, this study contributes to this developing stream of literature by hypothesizing the indirect effect of two relational resources, namely employee trust and relational coordination, which mediate the relationship between transformational leadership, school performance and principals' work alienation.Design/methodology/approachThis study draws on a unique sample of 634 principals from Irish primary schools navigating the COVID-19 crisis. Structural equation modeling (SEM) was performed using Mplus 8.3 to test the hypothesized model.FindingsMixed findings emerged concerning the mediating process of relational resources and their impact on transformational leadership, school performance and principals' work-alienation. In particular, support is found for the critical role of principals whose transformational leadership style can help increase school performance. However, evidence suggests that employee trust does not mediate the relationship between transformational leadership and principals' work alienation.Practical implicationsThis study provides several practical insights for education professionals, policymakers and HRM practitioners across each phase of the crisis management cycle. Firstly, regarding the pre-crisis stage, educational institutions should invest in targeted leadership development programs that prioritize relationship-building and effective communication among stakeholders. Second, during crises, the study emphasizes the role of relational resources in mediating the impact of leadership on school performance. Moreover, the study illustrates the importance of proactively cultivating strong connections with stakeholders, fostering timely, problem-solving-based communication. Finally, in the post-crisis phase, collaboration with government stakeholders is recommended to inform recovery policies.Originality/valueThis study makes several contributions to the literature on leadership and crisis management. First, this study adds new insights suggesting how principals as leaders influence school performance during crisis. Second, by adopting a relational perspective, this study suggests two types of relational resources (i.e. employee trust and relational coordination), as the mediators between transformational leadership, school performance and principals' work alienation. Third, this study moves the existing research on leadership during crisis forward by focusing on the functional effectiveness of leadership while focusing on the principals' work alienation during the pandemic.

School Performance, Score Inflation, and Neighborhood Development

Next article No AccessSchool Performance, Score Inflation and Neighborhood DevelopmentErich Battistin and Lorenzo NeriErich Battistin Search for more articles by this author and Lorenzo Neri Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Journal of Labor Economics Just Accepted Published for the Society of Labor Economists, Economics Research Center/ NORC Article DOIhttps://doi.org/10.1086/725001 HistoryAccepted March 08, 2023 © 2023 The University of Chicago. All Rights reserved.PDF download Crossref reports no articles citing this article.

Psychosocial and Educational Vulnerability of Overweight Children from Urban Schools

Childhood obesity is a pervasive health issue, with multifaceted implications for developmental trajectory. Participants included 5,573 K-5 students enrolled in a high-poverty urban public-school setting. Through an informal yet holistic assessment process, students identified as exhibiting overweight issues were compared to peers not designated as overweight across several relevant categories. Overweight students were more likely to be from lower socioeconomic backgrounds; have a high association with special education service needs; represent a more intensive overall risk level as perceived by student support staff; and mostly exhibit decreased performance in report card grades, standardized test scores, and academic engagement. Results confirm previously documented disparities in school functioning and consideration for at-risk status; this is especially relevant in an underserved context, in which regular access to services may be limited. Therefore, reliance on initial screening measures becomes necessary as a preventative mechanism to better assist children in need and to facilitate intervention planning.

Capabilities in Physical Education: A Comparative Analysis of School Heads’ and Teachers’ Perspectives

Background: Effective education delivery relies on PE teachers’ abilities. Research indicates that students’ school performance significantly depends on the quality of PE teaching. Objectives: This study focused on assessing instructional capabilities in physical education. Specifically, it examined how school heads and teachers evaluated teachers’ abilities in content knowledge, pedagogical skills, communication, and professionalism. Additionally, the study compared assessments between the two groups. Methods: The study employed a descriptive research design involving 98 physical education teachers and 59 school heads from the Division of Batangas City. Data collection utilized a researcher-made questionnaire and interviews. Statistical analysis involved weighted mean and independent t-tests for data interpretation. Results: The assessment revealed valuable insights regarding PE teachers’ instructional capabilities. Administrators acknowledged strengths in lesson introduction and accurate content delivery. However, areas for improvement included integrating key elements and promoting higher-order thinking skills. PE teachers felt confident introducing lessons but recognized a need to refine performance demonstrations. Administrators praised diverse teaching methods but suggested creating more challenging experiences. Communication skills were positive, with room for improvement in grammatical accuracy. PE teachers expressed dedication to student physical education but identified a need for more decisive leadership in school-based activities. The findings highlighted specific improvement needs while emphasizing contrasting perceptions between administrators and PE teachers. Conclusion: The assessment found that physical education (PE) teachers are capable in delivering junior high school PE. However, they need familiarity with emerging trends to enhance instruction. School heads and PE teachers have differing views on instructional capabilities, attributed to assessment sources: administrators rely on scheduled observations, while PE instructors use self-assessment and daily teaching experiences.

A New School, a Fresh Start? Change and Stability in Peer Relationships and Academic Performance in the Transition from Primary to Secondary School.

Previous studies on peer relationships in school transitions neglected individual differences, or did not examine the relation with academic performance in secondary school. This study followed 649 students from their last year of primary school to their first year in secondary school (Mage at T1 = 11.6 (SD = 0.6); 53.6% girls). Results revealed that students became more attached to peers, less lonely, and were stable in victimization across the transition. Particularly students with more negative peer experiences in primary school enjoyed a "fresh start" in terms of peer experiences in secondary school. Students who had more co-transitioning peers experienced greater reductions in loneliness. Changes in peer experiences over the transition did not relate to academic performance in secondary school.

A mathematical approach to optimizing brand school placement via intuitionistic Sombor indices

The property of fuzziness is advantageous for any setting where a problem prediction and solution are intended. In comparison to the classical approach (crisp set), fuzzy graphs are beneficial as they provide greater precision and flexibility. Intuitionistic fuzzy graphs (IFGs) are generalizations of fuzzy graphs, in which each vertex is allocated an ordered pair whose first coordinate represents the membership value and whose second coordinate gives the non-membership value. Sombor indices are recently invented indices and are prime indices in describing the topology of a graph. They have demonstrated strong prediction ability in mathematical chemistry. The main aim of this research draft is to define two milestones, the fifth and sixth versions of Sombor indices in an intuitionistic fuzzy environment, IFGs are much more generalized and universal as compared to crisp graph theory, so we converted these two topological indices in this environment and then formulae for some fundamental families of graphs such as path graph, cycle graph, complete graph etc. are being derived. Our manuscript presents a novel application of opening a chain of schools of a popular brand in a certain vicinity, including the cluster center of the chain and applying intuitionistic fuzzy-based topological indices to assess their performance. With the help of this application, we highlight the practical implications and benefits of employing intuitionistic fuzzy-based techniques on the performance of schools through a comparative analysis. We checked the importance of intuitionistic fuzzy Sombor indices by presenting the application and concluded these indices can be applied to decision-making problems. With the help of the application, the efficiency of both of the intuitionistic fuzzy Sombor indices is also characterized, which must be a future efficacious tool in decision-making issues.

Investigation of The Relationship between Physical Activity Level and Quality Of Life in Children with Specific Learning Disabilities Using Regression Analysis

It has been reported that the academic skills of children with specific learning disabilities (SLDs) and their participation in physical activity may be affected. This study aimed to examine the relationship between physical activity level and quality of life in children with SLDs. The study was conducted with children diagnosed with SLDs at the Afyonkarahisar Special Education and Rehabilitation Center. Once the sociodemographic information of the participants was recorded, their physical activity levels were determined using the Physical Activity Questionnaire for Older Children (PAQ-C, ages 8-14 years), and their quality of life levels were assessed using the Pediatric Quality of Life Inventory (PedsQL). A total of 51 individuals, 21 girls and 30 boys, were included in the study. The mean age of the participants was 10.58±1.51 years. Physical activity score had a weak positive correlation with the physical health summary score (rspearman=0.342, p=0.014); weak positive correlations with the emotional functionality score (rspearman=0.308, p=0.028) and the school functionality score (rspearman=0.337, p=0.016); and moderate positive correlations with the school functionality score (rspearman=0.427, p=0.002), the psychosocial health summary score (rspearman=0.440, p=0.001), and the total PedsQL score (rspearman=0.462, p=0.042). In addition, the physical activity score was determined to statistically significantly predict the total PedsQL score (F=13.297; p=0.001). In conclusion, this study revealed that the physical activity levels of children with SLDs significantly affected their quality of life.

Can oral health have an impact on academic performance and school absenteeism?

Aim: The study aimed to evaluate the association between oral health and academic performance and/or school absenteeism. Methods: Electronic searches were performed of the PubMed, Web of Science, SCOPUS and LILACS/BVS databases. We included observational studies that evaluated the association between dental caries, tooth loss, dental pain or oral health status with school absenteeism or academic performance. The studies had to contain a representative sample of the population: schoolchildren, children or adolescents. After the removal of duplicates, the electronic searches produced 3,789 articles. Of these, 25 studies were included in the systematic review and 13 in the meta-analysis. Results: Considering all the studies evaluated in the meta-analysis, seven articles satisfied 100% of the Joanna Briggs Institute Critical Appraisal checklist, and six contained between 90% and 75% positive answers. The pooled effects showed that the chances of school absenteeism were 31% higher in subjects with dental caries (OR 1.31; 95%CI 1.12-1.54). Students with fair/poor dental health had a 50% higher chance of suffering poor academic performance (OR 1.50; 95%CI 1.22-1.84) and 34% higher chance of having problems at school (OR 1.34; 95%CI 1.06-1.70). Students with a history of toothache had a 3.7 higher chance of being absent from school (OR 6.65; 95%CI 1.60-8.32) and 71% higher chance of missing class due to toothache (OR 1.71; 95%CI 1.15-2.56). Subjects with a history of toothache had a 2.5 times higher chance of suffering poor academic performance (OR 2.58; 95% CI 2.04-3.27). Conclusion: Therefore, students with oral problems were more likely to take time off school and present inferior academic performance.

The Impact of Peer Feedback on English Writing Motivation and Performance in Middle School: a Statistical Analysis

The Impact of Peer Feedback on English Writing Motivation and Performance in Middle School: a Statistical Analysis

Connections between the middle frontal gyrus and dorso-ventral attention network associate with the development of attentional symptoms

BackgroundThe right MFG has been proposed as a convergence site for the DAN and VAN, regulating both networks and enabling flexible modulation of attention. However, it is unclear if the connections between the right MFG and these networks can predict changes in ADHD symptoms. MethodsThis study used data from the Children School Functions and Brain Development project (n = 713, 56.2% boys). Resting-state fMRI was employed to analyze the connections of the right MFG with DAN/VAN, connectome-based predictive modeling was applied for longitudinal prediction, and ADHD PRS were used for genetic analysis. ResultsThe ADHD symptoms were associated with the connections between the right MFG and DAN subregion, including the FEF, as well as the VAN subregions, namely the IPL and IFG. Furthermore, these connections of the right MFG with FEF, IPL, and IFG could significantly predict changes in ADHD symptoms over one year and mediate the prediction of ADHD symptom changes by PRS for ADHD. Finally, the validation samples confirmed that the functional connectivity between the right MFG and FEF/IPL in ADHD patients was significantly weaker than that in the typically developing controls, and this difference disappeared after medication. ConclusionsThe connection of right MFG with DAN and VAN can serve as a predictive indicator for changes in ADHD symptoms over the following year, while also mediating the prediction of ADHD symptom changes by PRS for ADHD. These findings hold promise as potential biomarkers for early identification of children at risk of developing ADHD.

PEMANFAATAN TEKNOLOGI INFORMASI DAN KOMUNIKASI DALAM LAYANAN ADMINISTRASI AKADEMIK TERHADAP PENINGKATAN KINERJA DI SMA NEGERI KOTA JAMBI

The purpose of this research is to explain the performance of the school institution that uses the management of academic information system (AIS management effectiveness, Culture ICT, ICT facilities and the quality of the Human resources) on the performance of the institution; partially include: effectiveness of management on the performance of Academic Information Systems agencies; ICT culture on the performance of the institution; availability of ICT facilities for the performance of the institution; and quality of human resources Academic Information System on the performance of the institution. This study used a descriptive analytical method. The data used are primary and secondary data obtained through surveys and documentation. The data analysis techniques-quantitative analysis examines the effectiveness of management, ICT culture, availability of ICT facilities, and quality of human resources for the school's performance and its impact on the academic achievement of students in schools in the city of Jambi, as object of study. Keyword: Information communication and technology (ICT), effectiveness, school performance

Health-related quality of life in children and adolescents with Marfan syndrome or related disorders: a controlled cross-sectional study

BackgroundThis cross-sectional controlled study aims to assess health-related quality of life (HRQoL) of children and adolescents with a molecular diagnosis of Marfan syndrome (MFS) or related disorders and to evaluate the factors associated with HRQoL in this population. Sixty-three children with MFS and 124 age- and sex-matched healthy children were recruited. HRQoL was assessed using the Pediatric Quality of Life Inventory (PedsQL™) generic questionnaire. The correlation between HRQoL scores and the different continuous parameters (age, body mass index, disease severity, systemic score, aortic sinus diameter, and aerobic physical capacity) was evaluated using Pearson’s or Spearman’s coefficient. A multiple linear regression analysis was performed on the two health summary self-reported PedsQL™ scores (physical and psychosocial) to identify the factors associated with HRQoL in the MFS group.ResultsExcept for emotional functioning, all other domains of HRQoL (psychosocial and physical health, social and school functions) were significantly lower in children with MFS compared to matched healthy children. In the MFS group, the physical health summary score was significantly lower in female than in male patients (self-report: absolute difference [95%CI] = -8.7 [-17.0; -0.47], P = 0.04; proxy-report: absolute difference [95%CI] = -8.6 [-17.3; 0.02], P = 0.05) and also negatively correlated with the systemic score (self-report: R = -0.24, P = 0.06; proxy-report: R = -0.29, P = 0.03) and with the height Z-score (proxy-report: R = -0.29, P = 0.03). There was no significant difference in the physical health summary scores between the different genetic subgroups. In the subgroup of 27 patients who performed a cardiopulmonary exercise test, self- and proxy-reported physical health summary scores were highly correlated with their aerobic physical capacity assessed by peak oxygen consumption (VO2max) and ventilatory anaerobic threshold (VAT). In the multivariate analysis, the most important independent predictors of decreased physical health were increased height, decreased body mass index, decreased VAT and use of prophylactic therapy.ConclusionsThis study reports an impaired HRQoL in children and adolescents with MFS or related conditions, in comparison with matched healthy children. Educational and rehabilitation programs must be developed and evaluated to improve exercise capacity and HRQoL in these patients.Trial registrationClinicalTrials.gov, NCT03236571. Registered 28 July 2017.

Neuropsychiatric Manifestations and Neuroimaging Changes of Neurologic Wilson Disease–A Cross Sectional Study

Background: Wilson disease is genetic disorder of copper metabolism which causes hepatic &amp; neurologic manifestation mainly. Chelator therapy is usually given as first line treatment in symptomatic wilson disease. Objective: Objective of our study was to evaluate the neuropsychiatric menufestations of wilson disease. Methods: A Cross sectional study was conducted at Bangabandhu Sheikh Mujib Medical University (BSMMU), Dhaka, a tertiary care premier Postgraduate Medical Institution of Bangladesh. Forty five (45) patients of neurologic wilson disease were evaluated at In-patient department of Paediatric Neurology, during the period of January 2015 to December 2020. Diagnosis of Neurologic wilson disease was done, based on the characteristic clinical features of progressive deterioration of scholastic performances, dysarthria and gait disorder along with ophthalmologic findings, biochemical &amp; neuroimaging findings. Results: Total numbers of studied cases were 45. Mean age was 124.65± 20.69 months and male to female ratio was 1.8:1. Most of the patient (83.33%) arrived from poor socio-economic background and rural area (66.67%) of Bangladesh. Among them 20.0% had history of consanguineous mating parents and 17.78% had another affected sibs. Common presenting features were progressive deterioration of school performance (89.74%), gait disturbance (92.31%), dysarthria (92.31%) and dystonia (41.03%) of our studied children. Neuropsychiatric manifestations were very common among the affected children. Changes in behavior was present in 62.22% cases, and among them mania were present in 57.77% children. Other common neuropsychiatric manifestations were depression (35.55%), generalized anxiety disorder in 31.11% and loss of memory in 20% cases. Ophthalmological manifestations like KF ring (83.33%) also found in majority of patient. Neuroimaging study showed basal ganglia hyperintensity in 63.63.% , white matter hyper intense signal changes 18.18% cases and ischemic change in grey matter in 18.18% cases. Conclusion: In our study about two third cases of Neurologic Wilson diseases may present with Neuropsychiatric manifestations in children. Behavior changes were commonest neuropsychiatric manifestations which includes depression, mania, generalized anxiety disorder and loss of memory.In neuroimaging study bilateral basal ganglia hyperintensity were found in about three-fourth cases of our studied children. J Bangladesh Coll Phys Surg 2024; 42: 144-148