Teacher Reports Research Articles

Informant Discrepancies in Universal Screening as a Function of Student and Teacher Characteristics

Despite the widespread use of school-based universal screening systems for social, emotional, and behavioral risk, limited research has examined discrepancies in ratings provided by teachers and their secondary students. Using the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS; teacher report) and mySAEBRS (student report) scores from a middle school sample, we examined the magnitudes and prevalence of informant discrepancies as well as associated student and teacher factors. Analyses revealed discrepancies consistently in the direction of teachers reporting lower levels of risk than students and were starkest for the Emotional Behavior Risk subscale. Across subscales, multiple student and teacher factors significantly predicted variance in discrepancies. We discuss these findings in the context of implications for selecting screening informants at the secondary level and opportunities to advance practical guidance in this area. Impact Statement Middle school students and their teachers provide discrepant ratings within universal screenings of students’ social, emotional, and behavioral risk. In this sample, students self-reported higher levels of risk than their teachers reported for them. This was especially true for risk in the Emotional Behavior domain and for students and teachers with certain demographic characteristics.

Exploring the relations of executive functions with emotional, linguistic, and cognitive skills in preschool children: parents vs. teachers reports

This study investigated the executive functions (EF) of preschool children and their associations with emotional, linguistic, and cognitive skills, using parent and teacher reports. A total of 130 children aged 34 to 71 months participated. The preschool version of the Behavior Rating Inventory of Executive Function (BRIEF-P) was completed by both parents and teachers to assess behavioral difficulties in the use of EFs, while children were administered the Test of Emotion Comprehension (TEC), the Test of Language Evaluation (TVL), and the Coloured Progressive Matrices (CPM). Statistical analyses revealed significant differences between parents’ and teachers’ reports, with parents attributing to children more EF difficulties than parents. Children’s EF difficulties were negatively associated with emotion comprehension, language ability, and non-verbal intelligence, although correlations were stronger when using teachers’ reports. The value of using indirect measurement of preschoolers’ EF problems and the importance of adopting a multi-informant approach are discussed.

Personality disorders of the parents of primary school students and its relationship to their oppositional defiant disorder

The current study aimed to examine the prevalence of certain personality disorders، including antisocial، borderline and narcissistic among parents of basic education students. Similarly، it aimed to examine the prevalence of oppositional defiant disorder among basic education students، and the differences in the prevalence of these disorders according to gender. The current study also aimed to investigate the contribution of parents’ personality disorders in the variance of children’s oppositional defiant disorder. The researchers prepared four measures to examine parent’s personality disorders، and oppositional defiant disorder according to DSM-5. Regarding the study sample، the data was collected throughout a multi-stages random sampling method. One thousand eight hundred parents (900 fathers and 900 mothers) of third، fourth and fifth grade children in Sulaymanyeah basic education schools participated in the current study. Along with the parents، sixty teachers also filled out the oppositional defiant disorder questionnaire.The results indicated that the prevalence of antisocial personality disorder was %1 for both parents، and the prevalence of borderline personality disorder among mother was %2 and was %3 for father respectively. The narcissistic personality reached %5 according to the mothers’ questionnaire and was %4 according to the fathers’ questionnaire. Concerning the prevalence of children’s oppositional defiant disorder، based on the parents report، it was found that %5 children suffer from this and %6 based on the teacher reports. The findings also showed no statistically significant difference in the prevalence of parent’s antisocial personality disorder. However، a significant difference was noticed in borderline personality disorder in favor of the fathers. In addition، the prevalence of narcissistic personality disorder was found to be higher among mother compared to fathers. Gender difference was also found in oppositional defiant disorder، suggesting that males manifested higher level of oppositional defiant disorder than females. Finally، the result of the study indicated a positive correlation between parents’ antisocial personality disorder and children’s oppositional defiant disorder.

Personality disorders of the parents of primary school students and its relationship to their oppositional defiant disorder

The current study aimed to examine the prevalence of certain personality disorders، including antisocial، borderline and narcissistic among parents of basic education students. Similarly، it aimed to examine the prevalence of oppositional defiant disorder among basic education students، and the differences in the prevalence of these disorders according to gender. The current study also aimed to investigate the contribution of parents’ personality disorders in the variance of children’s oppositional defiant disorder. The researchers prepared four measures to examine parent’s personality disorders، and oppositional defiant disorder according to DSM-5. Regarding the study sample، the data was collected throughout a multi-stages random sampling method. One thousand eight hundred parents (900 fathers and 900 mothers) of third، fourth and fifth grade children in Sulaymanyeah basic education schools participated in the current study. Along with the parents، sixty teachers also filled out the oppositional defiant disorder questionnaire.The results indicated that the prevalence of antisocial personality disorder was %1 for both parents، and the prevalence of borderline personality disorder among mother was %2 and was %3 for father respectively. The narcissistic personality reached %5 according to the mothers’ questionnaire and was %4 according to the fathers’ questionnaire. Concerning the prevalence of children’s oppositional defiant disorder، based on the parents report، it was found that %5 children suffer from this and %6 based on the teacher reports. The findings also showed no statistically significant difference in the prevalence of parent’s antisocial personality disorder. However، a significant difference was noticed in borderline personality disorder in favor of the fathers. In addition، the prevalence of narcissistic personality disorder was found to be higher among mother compared to fathers. Gender difference was also found in oppositional defiant disorder، suggesting that males manifested higher level of oppositional defiant disorder than females. Finally، the result of the study indicated a positive correlation between parents’ antisocial personality disorder and children’s oppositional defiant disorder.

Assessing the benefits of the "Intergalactic World" social emotional learning program for 8-12-year-old children in Portugal: perspectives from teachers and caregivers.

"Intergalactic World" is a new social-emotional program designed to reduce psychopathological symptoms and improve social and emotional skills in children aged 8-12. This study aims to evaluate the program's benefits from teachers' and caregivers' perspectives, focusing on internalizing and externalizing behaviors. The findings were obtained through self-reported measures using a pretest-posttest design with a follow-up period, but with no control group. One hundred fifty-four children (M age = 9.66, SD = 0.78) participated in this intervention study. Eleven teachers completed the Teacher's Report Form (TRF) for these children, and 133 caregivers completed the Child Behavior Checklist (CBCL). Participants without caregivers' reports were excluded from the analysis. Data were collected at three-time points: before the intervention (T1), immediately after (T2), and 6 months after the implementation of the program (T3). Results (n = 133) showed an effect of time on the Internalization scores (at T3 for teachers and T2 and T3 for caregivers) with no gender effect and a decrease in the perception of externalizing behaviors with a gender effect: Boys were perceived as exhibiting more externalizing behaviors than girls. However, these behaviors significantly decrease at T3 for teachers and at T2 and T3 for caregivers. Despite its limitations, this study highlights the benefits of employing social-emotional programs to help reduce children's internalizing and externalizing behaviors. A multi-informant approach enables a comprehensive analysis and provides insights into the child's significant contexts and interactions with adults.

How school policies, strategies, and relational factors contribute to teacher victimization and school safety.

In this study, we examined how school policies and strategies (i.e., positive discipline, hardening strategies, and positive behavioral strategies) affect teacher relational factors and teacher reports of victimization and safety. Specifically, we examined the mediational roles of teacher support of student learning, maltreatment of students by teachers, and teachers' differential treatment of students in schools. Using a sample of 6643 pre-K-12th-grade teachers, path analysis results revealed that positive behavior strategies, hardening strategies, and positive discipline were indirectly associated with teacher victimization and sense of safety. Additionally, teachers' perceptions of other teachers maltreating students had the greatest contributions to their sense of safety and victimization by students. Positive discipline was directly and indirectly associated with teacher victimization and safety. Implications and directions for future studies are discussed.

Teachers' judgment accuracy of students’ subjective well-being in school: In search of explanatory factors

This study investigated teachers' judgment accuracy of students' subjective well-being and characteristics explaining the specificity in teacher reports (i.e., non-agreement with student self-reports). We drew from the self-reports of 2592 grade six students and the ratings of 432 teachers. Findings show that teachers' judgement accuracy of students' subjective well-being is low to moderate, indicating considerable specificity in teacher reports. Students' gender, special educational needs and achievement predicted the specificity. Teaching experience was negatively associated with the specificity for academic self-concept, while teachers’ self-efficacy, attitudes towards inclusion and responsibility were positively related to the specificity for emotional well-being and social inclusion.

Love withdrawal use by toddlers: Multi-informant associations with aggression and parents' use of love withdrawal.

Love withdrawal is a form of interpersonal manipulation that shares many features with relational aggression; its use by children has not been examined. Guided by social learning theory, we sought to investigate the prevalence of toddlers' use of love withdrawal toward caregivers (parents and teachers) and further investigate how this behavior was associated with relational and physical aggression and parents' use of love withdrawal. These aims were examined using parent and teacher reports in a sample of 198 toddlers (Mage = 33.62 months; SD = 5.00 months; 50.5% girls). We found that most toddlers used love withdrawal directed at parents (79.2%) and teachers (72.1%) when angry and displayed this type of behavior more than relational and physical aggression. Accounting for household income, hours per week in childcare, and child age in months, as well as classroom clustering, we found that relational aggression, and not physical aggression, predicted the use of love withdrawal by toddlers (teacher reports), and that the associations were stronger for love withdrawal and relational aggression than for physical aggression. We also found that parents' use of love withdrawal toward their child was correlated with their reports of their child's use of love withdrawal, but not with their child's use of aggression. These results highlight the importance of considering the use of love withdrawal by children given its association with aggression which is linked to poorer psychosocial functioning.

Do Teacher Reports of Executive Functions Predict Reading Development? Evidence from a Nationally Representative Sample

AbstractThis study explores whether teacher reports of executive functions predict change in reading performance (i.e., reading development) for elementary‐aged students when controlling for direct assessments of executive functions and for teacher reports of students' literacy skills. Prior research has raised problems with the construct validity of teacher reports of executive functions but has yet to consider that these teacher reports might be related to teachers' perceptions of their students' literacy skills. The current study used Grades 3 through 5 data from nationally representative data (N = 6945) of students collected between 2014 and 2016 to examine the contributions of teacher reports of executive functions to change in reading performance over the course of a year with autoregressive structural equation models. Measures of executive functions tapped attentional focusing (in Grades 3 and 4), working memory (in Grade 3), and inhibitory control (in Grade 4). When controlling for a direct assessment of the same facet of executive function as the teacher report, the teacher report of executive function predicted next year's reading. However, controlling for a teacher report of students' literacy skills reduced the effect of teacher reports of executive functions to nearly 0 across models while not reducing the effect of direct assessments of executive functions. This finding held across student race and home language subgroups in multigroup analyses. Based on these findings, teacher reports of executive functions do not capture information about executive functions that predicts of reading development beyond the teachers' perceptions of their students' literacy skills. Further research is needed to determine how teacher reports of EF could be designed to capture EFs as applied to reading.

Talk outside the box: Parents’ decontextualized language during preschool years relates to child numeracy and literacy skills in middle childhood

Children’s literacy and numeracy skills are fundamental for early academic performance and later academic success, mental health, and employment prospects in adulthood. Given that parents play a key role in promoting child development, identifying early parenting behaviors that predict literacy and numeracy skills is a research imperative. Emerging evidence suggests that parental use of decontextualized language (DL)—talk that requires cognitive abstraction and transcends the here and now—predicts children’s literacy skills. However, its relation to numeracy remains underexplored. Accordingly, the current study examined how DL during interaction with children in infancy (T1) and preschool years (T2) relates to child literacy and numeracy in middle childhood (T3). Participants were 26 Irish mother–father–child triads (16 female children). At T1 and T2, participants engaged in 5-min interactions that were coded for DL. At T3, child literacy and numeracy were assessed using the Wechsler Intelligence Scale for Children–Fourth Edition and teacher report of child scores on national standardized tests. Controlling for child age and contextualized utterances, child reading in middle childhood was negatively related to maternal and child DL in infancy but was positively related to DL during preschool years, suggesting that the benefits of DL may become apparent later in development. Mothers’, fathers’, and children’s DL during preschool years was also positively linked with child numeracy in middle childhood. Thus, embedding DL in conversation with children may have positive domain-specific and cross-domain effects on children’s literacy and numeracy performance. Findings provide incentive for future research to examine relations between DL and children’s school performance across a wider range of developmental domains.

Drivers of the socio-economic disadvantage gap in England: Sequential pathways that include the home learning environment and self-regulation as mediators.

Socio-economic status (SES) is a powerful predictor of attainment. Research has identified multiple mechanisms that underpin the effect of SES on attainment. For example, self-regulation (processes through which individuals direct and control their attention, emotion and behaviour) has been identified as one mechanism mediating the SES attainment gap. However, previous studies have not directly tested the statistical pathways by which children from lower SES backgrounds develop low self-regulation skills and subsequently poor attainment at the end of primary school. Adding the home learning environment, which is associated with both SES and self-regulation, further fleshes out the longitudinal pathways. We propose and test a new model where the relationship between SES and school attainment is sequentially mediated by the family home learning environment and the child's self-regulation. This study uses the Effective Pre-school, Primary and Secondary Education data set to study 2311 English children. We measured SES (via socio-economic disadvantage) based on an index of low parental education, occupation and income at age 3+. The home learning environment was measured by the Home Learning Environment Index at age 3+; self-regulation was a teacher report on the Child Social Behaviour Questionnaire at age 4+ and attainment was measured via scores on national assessments of English and Maths at age 11. Our measure of disadvantage predicted attainment. The home learning environment predicted children's self-regulation skills. The relationship between disadvantage and attainment was sequentially mediated by the home learning environment and self-regulation. These findings suggest that home learning environment and self-regulation may play a sequential role in perpetuating socio-economic disparities in education.

Personality disorders (antisocial, borderline, and narcissistic) among parents and their relationship to behavioral disorders among basic education students

The current study aimed to examine the prevalence of certain personality disorders، including antisocial، borderline and narcissistic among parents of basic education students. Similarly، it aimed to examine the prevalence of conduct disorder among basic education students، and the differences in the prevalence of these disorders according to gender. The current study also aimed to investigate the contribution of parents’ personality disorders in the variance of children’s conduct disorder. The researchers prepared three measures to examine parent’s personality disorders. A questionnaire by Abdullah (2019)، which was according to DSM-5، was utilized to assess conduct disorder. Regarding the study sample، the data was collected throughout a multi-stages random sampling method. One thousand eight hundred parents (900 fathers and 900 mothers) of third، fourth and fifth grade children in Sulaymanyeah basic education schools participated in the current study. Along with the parents، sixty teachers also filled out the conduct disorder questionnaire. The results indicated that the prevalence of antisocial personality disorder was %1 for both parents، and the prevalence of borderline personality disorder among mother was %2 and was %3 for father respectively. The narcissistic personality reached %5 according to the mothers’ questionnaire and was %4 according to the fathers’ questionnaire. Concerning the prevalence of children’s conduct disorder، based on the parents report، it was found that %08 children suffer from this disorder ، and %07 based on the teacher reports. The findings also showed no statistically significant difference in the prevalence of parent’s antisocial personality disorder. However، a significant difference was noticed in borderline personality disorder in favor of the fathers. In addition، the prevalence of narcissistic personality disorder was found to be higher among mother compared to fathers. Gender difference was also found in conduct disorder، suggesting that males manifested higher level of conduct disorder than females. Finally، the result of the study indicated a positive correlation between parents’ antisocial personality disorder and children’s conduct disorder.

How congruent are parent reports on 3-4-year-old children's language skills with other sources of data?

Parental report measures such as the MacArthur-Bates Communicative Development Inventories (CDIs) are frequently used to study communicative skills of children under 3 years of age. Less is known about the usability of such reports for assessing communication skills in older children due to their advanced language skills, and a higher variety of communicative partners and communication contexts. To assess the concurrent and predictive validity of the Estonian (E) CDI-III at ages 3;0 and 4;0 years. The first research goal was to examine its concurrent variability-associations with teacher reports and directly measured language skills. The second goal of the study was to investigate the predictive validity of parent reports-the degree to which parent-and teacher-reported language scores for children at age 3;0 are useful for predicting examiner-administered language comprehension and production scores 1 year later. Estonian monolingual children were investigated longitudinally at ages 3;0 (n = 104; M age = 35.77 months, SD = 0.84; 42% males) and 4;0 (n = 87; M age = 48.18 months, SD = 1.16; 42% males) years. Children were assessed with the parent-reported ECDI-III, with teacher-reported assessments on children's talkativeness, vocabulary size and grammatical skills, and the examiner-administered New Reynell Developmental Language Scales IV (NRDLS). Results indicated significant positive relationships between the ECDI-III total scores, teacher reports, and directly measured language comprehension and production scores, demonstrating concurrent validity of parental reports of children language skills at both ages. When controlling for mothers' education, children's gender, and reported language difficulties, parental and teacher reports were predictive of language production scores, whereas only parental reports predicted comprehension scores 1 year later. None of the controls was predictive of later language comprehension and production scores. In sum, good concurrent and predictive validity of the ECDI-III shows that the instrument is a valid tool for assessing communicative skills in Estonian children. Results suggest that parent reports can offer useable information also about communicative skills of children older than three years.

Problem behaviors at the classroom-level and teacher-child interaction quality in Head Start programs: Moderation by age composition

This study explored the link between classroom-level problem behaviors and teacher-child interaction quality in 307 Head Start preschool classrooms. The moderating role of the classroom's age composition (e.g., 3- and 4-year-olds versus 4-year-olds only) also was examined. Using a dataset of 852 3-year-old children and 1114 4-year-old children, classroom-level problem behaviors were operationalized using teacher reports of children's problem behaviors. Results indicated that classroom-level problem behaviors, specifically oppositional/aggressive and internalizing behavior, were associated with lower teacher-child interaction quality (i.e., emotional support, classroom organization, and instructional support). In contrast, classroom-level hyperactivity was only negatively related to classroom instructional support. Moderation results indicated that high-levels of classroom-level activity were related to lower-levels of teacher-child interaction quality, but for 4-year-old only classrooms. The results of this study have implications for practice and policy.

How Do Combinations of Transition Activities Available to Children and Families Predict Successful Kindergarten Transitions?

ABSTRACT Research Findings: The transition to kindergarten can be challenging for children and families. Research shows that some transition activities implemented by elementary schools can have small positive associations with children’s outcomes. Examining the nationally representative Early Childhood Longitudinal Study Kindergarten Class of 2011 dataset (N= 13813), we explored whether children and families had access to different combinations of transition activities and whether those combinations were associated with child and family outcomes. Using latent class analysis, we found four distinct groups based on teacher and parent reports. Two groups had opportunities for engaging in many transition activities, while the other two groups had fewer transition activities offered – particularly face-to-face experiences. Children from low-income households were more likely to experience fewer types of transition activities, and children from higher-income households were more likely to experience a more comprehensive set of transition activities. Group membership predicted children’s initial adjustment to kindergarten, parent involvement in school, and parent satisfaction with the elementary school. Practice or Policy: These findings suggest that more work is needed to develop policies and practices that ensure children and families with low incomes have transition supports available to them. This research also highlights the importance of considering how transition supports benefit parents, not just children.

An Exploratory Study of the Associations Between Sensory Processing Patterns and Emotional/Behavioral Problems in Children with Autism Spectrum Disorder.

In autism spectrum disorder (ASD), abnormal sensory processing patterns are observed in various sensory modalities, including visual, auditory, touch, olfactory, taste, vestibular, and proprioceptive senses. Few studies have examined the relationship between sensory processing patterns and emotions, or their effects on daily life. We investigated the relationship between sensory processing patterns and emotional/behavioral problems in children with ASD. A retrospective chart review was conducted. Forty-three children with ASD (33 boys, 10 girls, median age 9 years) in the outpatient clinic of a psychiatric hospital participated; their parent (s) were invited to complete the Sensory Profile 2 (SP2) and the Child Behavior Checklist (CBCL) questionnaires. The participants' teachers were invited to complete the Teacher's Report Form (TRF). In the correlation analyses, each of the four quadrants of the SP2 (low registration, sensory seeking, hypersensitivity, and sensory avoiding) had significant positive correlations with different types of emotional and behavioral problems measured by the CBCL. Focusing on emotion, 'anxious/depressed' was correlated with low registration (r = 0.41) and sensory avoiding (r = 0.60), while 'withdrawal/depressed' was correlated with sensory avoiding (r = 0.46). Only one significant correlation was revealed between the SP2 and the TRF. Our results suggest a link between sensory processing patterns and emotional/behavioral problems. In school settings, the relationship between sensory processing patterns and emotional/behavioral problems may be easily overlooked.

음성분석 기반 표준중국어 ‘마찰음’ 교육방안

Based on speech analysis, this study analyzed the pronunciation status of standard Chinese fricative for front-line and prospective Korean Chinese teachers, and examined the fricative education measures proposed by them. The pronunciation and practice reports of front-line or prospective Chinese teachers attending H University’s Graduate School of Education were studied. As a result of the study, first, friction sections of Koreans, including fricative sounds f[f], h[x], x[ɕ], sh[ʂ], s[s], affricative sounds j[tɕ], zh[tʂ], z[ts], aspirated sounds p[ph], t[th], k[kh], q[tɕh], ch[tʂh], and c[tsh], were shorter than that of Chinese. Second, since the correction plan mainly relied on the explanation of the textbook, technical terms and theoretical guidance were the main. Of course, there was also a lively correction plan that said, “Be careful not to completely open the gap between the upper and lower lips too quickly,” but overall, there was a regret that it lacked operability to use it directly in the field. In this study, I also felt the need to melt technical terms related to pronunciation according to the field, and I felt the need for related research to establish an automatic pronunciation evaluation system in the future. And although it has not secured a wide range of research subjects, I think this experiment and its results are worthwhile because all participants in this study are high-quality Chinese speakers and teachers who are currently engaged in Chinese education or will be in charge of Chinese education in the future.

The Exploring Teacher-Family Partnerships in Infant Center-based Care

Teacher-family partnership are elements of high-quality early childhood education and care (ECEC). Nevertheless, the need for better understanding such partnerships and factors influencing it particularly for children under three is underlined. This study compares teachers’ and mothers’ reports regarding real and ideal partnership practices, exploring child, ECEC and family level predictors of partnership. Mothers and teachers of 90 infants answered the Real-Ideal Teacher-parents Partnership Scale (Gaspar, 1996). Classroom quality was observed with CLASS-Infants (Hamre et al., 2014); home environment with HOME (Caldwell & Bradley, 1984); child temperament with IBQ (Rothbart, 1981). Results show that both mothers and teachers report a medium-high number of implemented practices. Ideally, they would like a significantly higher number of practices to be implemented. Mothers and teachers report of real and ideal practices were significantly associated. Teachers tend to report more practices than mothers. Teacher qualification was uniquely and positively associated with real partnership practices reported both by teachers and mothers. Teacher qualification was the only statistically significant predictor of ideal practices reported by teachers; mothers’ education predicted mothers’ report on ideal partnerships. Results point to the relevance of teacher qualification for better partnerships, particularly considering the variability of legal requirements regarding teacher qualification in infant classrooms across Europe.

Differences among fathers, mothers, and teachers in symptom assessment of ADHD patients.

The Swanson Nolan, and Pelham scale version IV (SNAP-IV) is the most critical tool for ADHD screening and diagnosis, which has two scoring methods. ADHD requires symptom assessment in multiple scenarios, and parent and teacher reports are indispensable for diagnosing ADHD. But the differences of assessment results from fathers, mothers and teachers, and the consistency of results from different scoring methods are unknown. Therefore, we carried out this study to understand the differences in the scores of fathers, mothers and teachers using SNAP-IV for children with ADHD and to explore the differences in scoring results under different scoring methods. The SNAP-IV scale and Demographics Questionnaire and Familiarity Index were used to survey fathers, mothers and head teachers. Measurement data are expressed as the mean ± standard deviation (x ± s). The enumeration data were described by frequency and percentage. ANOVA was used to compare group differences in mothers', fathers', and teachers' mean SNAP-IV scores. The Bonferroni method was used for post hoc multiple comparison tests. Cochran's Q test was used to compare the differences in the abnormal rate of SNAP-IV score results of mothers, fathers and teachers. Dunn's test was used for post hoc multiple comparison tests. There were differences in scores among the three groups, and the differences showed inconsistent trends across the different subscales. Differences between groups were calculated again with familiarity as a control variable. The results showed the familiarity of parents and teachers with the patients did not affect the differences in their scores. The evaluation results were different under two assessment methods. Results concluded that fathers did not appear to be an appropriate candidate for evaluation. When using the SNAP-V for assessment, it should be comprehensively considered from both the scorer and symptom dimensions.

Self-reported emotional and behavioral problems among school-going adolescents in Nepal-A cross-sectional study.

Studies on self-reported emotional and behavioral problems (EBPs) among adolescents are still sparse in many low- and middle-income countries. In Nepal, no such studies have been performed on a larger scale, and little is known about self-reported EBPs in the adolescent population. This cross-sectional, school-based study on EBPs included 1904 adolescents aged 11-18 years, enrolled in government and private schools located in 16 districts in Nepal. The Nepali version of the Youth Self Report form was used to assess self-reported EBPs, and the Teacher Report Form was used to assess academic performance. Analysis of variance (ANOVA) was used for gender comparisons on adolescents' EBPs and on academic competence. Multiple regression analysis was done to explore correlates of self-reported EBPs. The overall prevalence of self-reported EBPs was 14.2%; 15.6% in boys and 12.9% in girls. The mean Total Problems score was 39.27 (standard deviation = 24.16); no gender differences were observed. Boys scored higher on Externalizing Problems and girls scored higher on Internalizing Problems. The effect sizes for gender comparisons were small with Hedges' g ranging from -0.29 to 0.28. Physical illness and negative/traumatic life events were positively correlated with self-reported EBPs, whereas academic performance was negatively correlated. However, the effect sizes were small (η2 < 0.02). This study helps to narrow the knowledge gap on the prevalence, magnitude, and types of self-reported EBPs in Nepali adolescents. It demonstrated an association between self-reported EBPs and academic performance and linked self-reported EBPs to other factors such as negative/traumatic life events and physical illness. The findings might assist health authorities in the planning of mental health services and may also provide valuable background information to clinicians dealing with adolescent mental health problems.