The aim of this study was to examine the associations between loneliness/social dissatisfaction and teacher-identified behavioural risk during late childhood. A broad range of behaviour problems, as well as academic adjustment, are assessed, in order to specify in which types of behaviour and academic problems loneliness/social dissatisfaction is most likely to occur. Forty-six fifth and sixth graders who were in the borderline or clinical spectrum on the basis of their total Teacher's Report Form score completed the Children's Loneliness and Social Dissatisfaction Scale, and were compared with 50 students who did not have behaviour problems. Overall, the behaviourally at-risk group experienced more loneliness/social dissatisfaction than the comparison group. Loneliness was a more strong correlate of the variables studied than social dissatisfaction. For the behaviourally at-risk students, the strongest positive associations were found between loneliness and social problems, withdrawn/depressed behaviour and inattention; a trend for a negative association between loneliness and hyperactivity/impulsivity, as well as rule-breaking behaviour was also found. Children having both internalizing and externalizing problems experienced more loneliness than children with either internalizing or externalizing problems. Academic adjustment (i.e. academic performance, how much a student is learning and how happy he/she is) had negative links with loneliness. Several hypothetical explanations are offered and suggestions for research and action are made.

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The present study examined the relationship between emotional intelligence, academic achievement and school climate among primary school students. The purpose of the study was to investigate the impact of social and emotional learning programs on the emotional intelligence and the academic achievement of 143 students in the 5th and 6th grade of primary school, who attended relevant programs compared with the corresponding number of students (163) in the same grades, who did not attend such educational programs. Students completed the TEIQue-CSF and a questionnaire with demographic data; in addition, the scores they received in the last quarter (April-June) of the academic year 2011-2012 were taken into account. Combined with the above, a questionnaire was constructed based on the "Checklist for the assessment of the quality of classroom and school climate", in order to investigate the views of the respective teachers on the impact of school climate on the emotional competence of students. The comparative results of the present study showed that there is a positive relationship among the variances. The findings must be taken into account from the Ministry of Education in Greece when designing the curricula in order to create caring, responsible, emotionally and psychosocially balanced students.

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According to the National Statistical Service of Greece, single-parent families, which emerged after divorce, in 2011 occupied an important place among other family types, endangering a large number of children to display behavioral problems and poor school performance. The purpose of the present study was to investigate the effects of divorce on preschool children. Specifically, we studied the behavior problems and academic performance of children from single-parent families compared with children from nuclear families according to teachers' views. The research sample consisted of 314 students from various urban and suburban parts of Greece, for which their 118 preschool teachers completed the "Pupil Behavior Rating Scale" (PBRS) and a questionnaire with demographic characteristics and data of themselves, their students and their students' parents. The results of the research showed statistically significant correlations between 1) the type of family and occurrence of behavioral problems and 2) the type of family and school performance of the two student groups (single parenthood-nuclear). According to the findings of the present study, it appears that the family pattern affects the emotional development and school progress of children. For this reason, bearing always in mind that each family is unique, they are of particular importance: the assurance of a structured family environment (quality relationships of the members), the regular communication with parents built upon relationships of respect and trust, and finally, the social support and assistance of competent institutions to single-parent families.