Teachers' perceptions of behavioral problems in Dutch primary education pupils: The role of relative age

• Published in: PloS one Vol. 13; no. 10; p. e0204718
• Main Authors: Wienen, Albert W, Batstra, Laura, Thoutenhoofd, Ernst, de Jonge, Peter, Bos, Elisabeth H
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 17.10.2018; Public Library of Science (PLoS)
• Subjects: Affective Symptoms - diagnosis; Affective Symptoms - psychology; Age; Age Factors; Analysis; Annan hälsovetenskap; Annan medicin och hälsovetenskap; Attention Deficit Disorder with Hyperactivity - diagnosis; Attention Deficit Disorder with Hyperactivity - psychology; Attention deficit hyperactivity disorder; Behavior; Biology and Life Sciences; Child; Child Behavior Disorders - diagnosis; Child Behavior Disorders - psychology; Child psychology; Children & youth; Classrooms; Cross-Sectional Studies; Dependent variables; Developmental psychology; Education; Educational Sciences; Emotional behavior; Female; Humans; Hyperactivity; Linear Models; Male; Medical research; Medicine and Health Sciences; Models, Psychological; Netherlands; Other Health Sciences; Other Medical Sciences; Peer Group; People and Places; Perception; Perception (Psychology); Perceptions; Preschool education; Problem Behavior - psychology; Psychological aspects; Questionnaires; Random variables; Research and Analysis Methods; Researchers; School environment; School Teachers - psychology; Schools; Social Behavior; Social factors; Social Sciences; Special education; Students - psychology; Studies; Surveys and Questionnaires; Teacher-student relations; Teachers; Utbildningsvetenskap; Netherlands
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0204718

A growing number of studies suggest that relatively young behavior of pupils gives them a much greater likelihood of being diagnosed with a disorder such as ADHD. This 'relative age effect' has also been demonstrated for special educational needs, learning difficulties, being bullied, and so on. The current study investigated the relationship between relative age of pupils in primary education and teachers' perception of their behavior. The study sample included 1973 pupils, aged between 6 and 12. Six linear mixed models were carried out with birth day in a year as predictor variable and 'total problem score', 'problems with hyperactivity', 'behavioral problems', 'emotional problems', 'problems with peers' and 'pro-social behavior' as dependent variables. Random intercepts were added for school and teacher level. Cluster-mean centering disaggregated between-school effects and within-school effects. We found no associations between relative age of pupils and teacher perceptions of their behavior. Several explanations are postulated to account for these findings which contradict prior studies on relative age effects.