Resumo

AGUDELO HERNANDEZ, Felipe; GUAPACHA MONTOYA, Marcela  e  DELGADO REYES, Andrés Camilo. Affective-behavioral disorders, bullying and academic performance in a pediatric population: Mental health and school experience. Psicol. caribe [online]. 2023, vol.40, n.3, pp.25-45.  Epub 15-Jan-2024. ISSN 0123-417X.  https://doi.org/10.14482/psdc.40.3.111.456.

Children with mental health problems at school are more likely to present lower school performance and, in turn, different forms of bullying are an important risk factor for advancing academically. The objective was to determine the association between affective and behavioral alterations and the school experience in the student population of public schools in Caldas-Colombia. A cross-sectional analytical observational study was carried out in individuals between the ages of four and 17, carried out in the second semester of 2019 in 17 public schools in Manizales and Aranzazu (Caldas). Affective-behavioral alterations were determined using the Child Behavior Checklist 4-18 (CBCL/4-18), and the school experience was evaluated according to academic performance, bullying and play time. The sample consisted of 1533 children. 18.2% of the children had academic problems, 15.3% attended special classes and 28.9% repeated courses. The subjects that showed the worst performance were mathematics and language, in addition a statistically significant relationship was found between academic performance and alterations in CBCL domains. The percentiles for CBCL syndromes were higher in bullied children. It is concluded that the school experience has a relationship with internalizing and externalizing symptoms in the student population, it is necessary to apply strategies to carry out early detection and intervention of affective-behavioral alterations in children.

Palavras-chave : Schools; Academic Performance; Child Behavior; Adolescent Behavior; Bullying.

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