Understanding similarities and differences between parents' and teachers' construal of children's behaviour

Winterbottom, Mark; Smith, Sarah C.; Hind, Sally; Haggard, Mark

doi:10.1080/03055690802288452

Cited by 6 publications

(5 citation statements)

References 52 publications

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“…Parents’ under-identification of problems may also indicate that they were unaware of their child’s difficulties in school due to potential poor parent-teacher communication (Winterbottom, Smith, Hind, & Haggard, 2008). In fact, a number of teachers told us specifically that the part of the project they liked best was that they would not be responsible for informing parents about the children’s attentional and behavioral problems.…”

Section: Discussionmentioning

confidence: 99%

School-based screening to identify children at risk for attention-deficit/hyperactivity disorder: Barriers and implications

Barry

Sturner

Seymour

et al. 2015

Children's Health Care

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This report describes a school-based screening project to improve early identification of children at risk for attention-deficit/hyperactivity disorder (ADHD) and communicate these concerns to parents, recommending that they contact their child’s primary care provider (PCP). Of 17,440 eligible children in first through fifth grades in five school districts, 47.0% of parents provided required written consent, and teachers completed 70.4% of the online screeners (using the Vanderbilt AD/HD Diagnostic Teacher Rating Scale). Of 5,772 screeners completed, 18.1% of children (n = 1,044) were identified as at risk. Parents of at-risk children were contacted to explain risk status and recommended to visit their child’s PCP for further evaluation. It was not possible to contact 39.1% of parents of at-risk children. Of the 636 parents of at-risk children who could be contacted, 53.1% (n = 338) verbally accepted the recommendation to follow-up with their PCP, which was not related to ADHD symptom severity. Parents of children with IEPs or related services were more likely to accept the recommendation to visit the PCP. Our exploration of the potential for school-based screening for ADHD identified a number of barriers to successful execution, but the data also indicated that this is an important problem to address.

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Section: Discussionmentioning

confidence: 99%

School-based screening to identify children at risk for attention-deficit/hyperactivity disorder: Barriers and implications

Barry

Sturner

Seymour

et al. 2015

Children's Health Care

View full text Add to dashboard Cite

show abstract

“…Consent was obtained from the head of the institution for the acquisition of mothers' responses (Winterbottom et al ., ) as well as from the individual mothers. The reasons behind choosing these women particularly were: a) they had a graduate‐level qualification (since the researcher is looking at educated mothers); b) their accessibility.…”

Section: Sample and Methodologymentioning

confidence: 99%

The impact of differing maternal expectations on the academic achievements of primary school children in Urban Bangalore, South: a comparison between boys and girls

Haridarshan¹

2015

Support for Learning

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Education of girls in India lags behind that of boys and several communitiesin India fare worse than others. Because of their secondary status in the society, Indian girls tend to suffer from low self-esteem. Thus, it is necessary to study the reasons why girls are being discouraged from attending and completing school as well as what are the expectations mothers have from them when compared to their male siblings. Data was collected using structured questionnaires and semi-structured interviews with the participants. Of 15 mothers, 12 completed the questionnaires; of these, five mothers were interviewed, and their data was used to present the findings of a comparative study on the maternal expectations on academic achievements in primary school children residing in Urban Bangalore, South. This study also throws light on some of the peripheral issues that emerge while considering maternal expectations on academic outcomes. The study examines how maternal expectations might differ in the case of boys versus girls

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“…Hybrid models vary widely throughout the United States, so it is unclear whether these discrepant findings reflect different child educational experiences. Greater behavioral challenges in children receiving remote instruction may be due to difficulties managing the remote platform and curricular workload, children's tendency to show more dysregulation at home versus in school, 25 lack of positive peer role modeling, or the general stress experienced by children during home confinement. Parent depression symptoms did not seem to be driving associations between school format and SDQ scores.…”

Section: Remote Vsmentioning

confidence: 99%

Remote and Hybrid Schooling During COVID-19: Associations with Child Behavior and Sleep

Levitt

Munzer

Torres

et al. 2022

J Dev Behav Pediatr

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:Objective:The purpose of this study was to assess the prevalence of child behavior, academic and sleep concerns, and parent stress and depression symptoms during COVID-19; to test associations of parent-child well-being with child school format; and to examine effect moderation by child race/ethnicity and material hardship.Methods:A total of 305 English-speaking parents of elementary school-age children completed online surveys regarding demographics, child school format, behavior, learning-related experiences, sleep, and parent stress and depression symptoms. Multivariable linear and logistic regression analyses examined associations of school format with child and parent outcomes.Results:Children were aged 5.00 to 10.99 years, with 27.8% underrepresented minority race/ethnicity. Per parental report, 27.7% attended school in-person, 12.8% hybrid, and 59.5% remote. In multivariable models, compared with children receiving in-person instruction, children receiving remote instruction exhibited more hyperactivity (β 0.94 [95% confidence interval, 0.18–1.70]), peer problems (β 0.71 [0.17–1.25]), and total behavioral difficulties (β 2.82 [1.11–4.53]); were less likely to show academic motivation (odds ratio [OR] 0.47 [0.26–0.85]) and social engagement (OR 0.13 [0.06–0.25]); were more likely to show schoolwork defiance (OR 2.91 [1.56–5.40]); and had a later sleep midpoint (β 0.37 [0.18–0.56]) and higher odds of cosleeping (OR 1.89 [1.06–3.37]). Associations of remote learning with behavior difficulties were stronger for children without material hardships.Conclusion:Children receiving remote and hybrid instruction were reported to have more difficulties compared with children receiving in-person instruction. Children with material hardships showed more behavior challenges overall but less associated with school format. Therefore, planning for a return to in-person learning should also include consideration of family supports.

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Understanding similarities and differences between parents' and teachers' construal of children's behaviour

Cited by 6 publications

References 52 publications

School-based screening to identify children at risk for attention-deficit/hyperactivity disorder: Barriers and implications

School-based screening to identify children at risk for attention-deficit/hyperactivity disorder: Barriers and implications

The impact of differing maternal expectations on the academic achievements of primary school children in Urban Bangalore, South: a comparison between boys and girls

Remote and Hybrid Schooling During COVID-19: Associations with Child Behavior and Sleep

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