This study examined the extent to which time of day (morning, midmorning and noon) and type of activity affect children's behavioral problems (BPs) in a Kuwaiti kindergarten. The sample consisted of 98 children identified by their teachers as having behavioral problems, based on teachers' observation. Two instruments were used: Observational Daily Card (ODC) developed by the researcher and a List of Children's Problems at Kindergarten (LCPK) (Yaseen, Ahmad, & Hamadah, 2000). Results show that aggression tends to be the major problem followed by extensive movement and stubbornness. Crying and chattiness were found to cause the least problems. In addition, midmorning was found to be the time most affecting the children's behavioral problems. Results indicate that Kuwaiti boys showed significantly more aggressive behavior than did girls, while there were no significant differences between them in other behavioral problems.

This study focuses on teachers’ perceptions of the problem of underachievement in elementary schools in Kuwait. Five hundred and twenty elementary school teachers participated. Teachers thought that the main reasons behind the problem of under-achievement in school could be attributed to family factors. They also indicated that the most related problems to underachievement in school are reading difficulties and poor writing, homework negligence and daydreaming. However, teachers believed that they are able to help underachievers to become higher achieving students. Comparing teachers’ perceptions of underachievement, the results showed that there were no significant differences between male and female teachers. On the other hand, the results indicated significant differences between subjects according to the teachers’ length of experience and the locations of schools.