We investigated language development, relational aggression, and relational victimization in ethnically, socioeconomically diverse preschoolers. Relational aggression was positively related to language development. Girls were more relationally aggressive than boys, and higher-socioeconomic status (SES) children were more relationally aggressive and victimized than lower-SES children. Neither gender nor SES conclusively moderated the relation between language and relational aggression, though some findings suggest the possibility of stronger relations among boys and lower-SES children. Teachers agreed on ratings of relational aggression and relational victimization to a moderate extent.

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Research suggests that children's educational achievement can be improved by addressing issues of aggression and disruptive behavior, because academic difficulties and problem behaviors create a cycle in which each problem exacerbates the other. The relationship between academic development and behavior problems begins early, suggesting that programs to address these issues should start with young children. Furthermore, efforts to improve achievement are most likely to succeed when they focus both on children's academic skills and on their interest in academic activities. As part of the research, programs at home and at school are being coordinated and community partnerships are being developed to test these approaches and facilitate children's healthy development. © 1999 John Wiley & Sons, Inc.

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