problems in school thesis

364 Education Research Topics about School Issues, Special Education, and More

The field of education encompasses diverse areas of study, ranging from elementary school to higher education. It includes curriculum development, teaching policy-making, and the application of psychology and technology in learning.

Education research explores learning theories and effective teaching practices, examines the impact of sociocultural elements on teaching, and addresses concerns of equality and inclusion. This dynamic discipline continually evolves, driven by innovations and the desire to enhance learning outcomes for all students while creating new avenues for fundamental research.

In this article, you’ll find many education research topics for your projects. You can also find additional ideas in our free essay database .

🏫 15 Controversial School Topics

🔎 research areas & topics in education, 🎒 elementary education research topics, 👩‍🎓 adult education research topics, 🧮 action research topics in education, 🔕 special education research topics, 🚌 school issues topics, 📒 more controversial school topics, 🧠 school psychology research topics, 🔗 references.

• The role of school counselors’ support for students considering abortion.
• Psychedelic therapy: The impact on students’ mental health.
• The role of school religion classes in promoting cultural understanding.
• How do economic policies impact teacher retention and job satisfaction?
• Sexual harassment in schools: Prevalence, structure, and perceptions.
• Free education and its role in reducing educational inequality.
• Why is parental support crucial in achieving academic success?
• Bullying and cyberbullying: The influence on the school environment.
• The effectiveness of school-based sex education programs.
• Promoting school safety for LGBTQ students.
• Inclusive curriculum as a path to better educational performance.
• Cultural diversity in secondary school classrooms.
• The link between alcohol consumption and educational performance.
• Gambling behavior and risk factors in preadolescent students.
• Final exams as the main reason for student depression and anxiety.

Research in education seeks to improve learning outcomes, address the issues of equity and inclusion , and integrate innovative technology into the educational process. Look at the table below to learn what different research areas in education deal with!

• The influence of modern technologies on elementary school education.
• Elementary education: Methods and strategies.
• Elementary School: Picture Communication at the Lesson .
• Promotion of the healthy diet program in elementary schools.
• The role of physical education in elementary schools.
• Addressing Bullying in Elementary and Middle School Classrooms .
• Social studies in the elementary school.
• How to increase motivation among students in elementary school?
• Math Methodology for Elementary Teachers .
• The value of community and family involvement in elementary schools.
• Dominant learning styles among elementary school students.
• Teacher Efficacy of Pre-service Elementary Teachers .
• Elementary education principles: Europe vs. the US.
• The problem of bullying among elementary school students.
• Departmentalization in American Elementary Schools .
• The impact of laptops on elementary school students’ performance.
• The history of elementary education development in Europe.
• Yorktown Elementary School Improvement Plan .
• Corporal punishment as a way of dealing with elementary-level aggressive children.
• Pedagogical Skills in Elementary School .
• Effects of obesity on elementary school students’ development.
• Elementary-level art education and its importance.
• Students’ Academic Performance: Elementary Homework Policies .
• The standards of learning at the elementary educational level.
• Modern approaches to self-studying in elementary school.
• Task-Based Language Teaching Applied in Elementary Classroom .
• Learning English in bilingual elementary schools.
• Lack of proper grooming as a cause of violence among elementary students.
• Proposal for Providing Healthier Food Choices for Elementary Students .
• The need for sexual education in elementary school.
• Differences between adult and child education.
• Main types of adult education and their features.
• Adult Education: Reasons to Continue Studying .
• The most popular adult education agencies and institutions in Europe.
• Adult education: Purpose and theories.
• Adult Education in the “Real World” Classroom .
• Challenges and motivating factors in education for adults.
• Greater social inclusion as one of the crucial benefits of adult education.
• Adult Education for Canadian Immigrants .
• Adult-education movements in the UK.
• What sets adult education apart from traditional education?
• Interaction Strategies in Adult Education .
• Albert Mansbridge and his role in adult education development.
• Adult education in Canada: Key features.
• Adult Educational Pedagogical Philosophies, Theories .
• Peculiarities of learning environment for adult students.
• Critical resources for adult education and training.
• Importance of Adult Education: Risks and Rewards .
• Adult education as a tool for developing leadership capabilities.
• The role of critical thinking in adult education.
• Adult Education: McClusky’s Power-Load-Margin .
• What theories of adult learning are used in UK education?
• Modern technology and its impact on adult learning improvement.
• Michael Collins “Adult Education as Vocation”: Theoretical Positions .
• Theories of adult learning in the context of clinical teaching nurses.
• Adult education: Opportunities and limitations.
• Concept of Lifelong Learning .
• The aid of volunteers in adult education.
• Teaching skills that play a vital role in adult education.

Action research seeks to identify problems, weaknesses, or areas for improvement in different dimensions of the education system — instructional, academic, or organizational. It is a cyclical process, the goal of which is to equip teachers with a mechanism for problem resolution in schools to enhance student learning and teacher effectiveness.

• William Barry: A theory-based educational approach to action research.
• The Effects of Cyberbullying on Students’ Academic Performance .
• Educators’ challenges in conducting action research in classrooms.
• Action research’s importance in teacher education courses.
• Inclusion Policies in Education and Their Effects .
• Primary school education: Action research plan.
• The benefits of using action research in the classroom.
• Learning Disabilities and Intervention Methods .
• The role of action research in college education.
• Parental involvement in student’s education with the help of action research.
• Online Learning and Students’ Mental Health .
• The influence of action research on curriculum development.
• Action research in education: Characteristics and working principles.
• How Is Social Media Affecting College Students?
• Why is action research one of the best ways to improve academic performance?
• Action research for educational reform: Remodeling action research theories.
• College Students’ Weight Gain and Its Causes .
• The use of action research in higher education and its outcomes.
• International educational perspectives through action research.
• Inclusion and Individual Differences in Classroom .
• The contribution of action research to investigating classroom practice.
• How does action research support the development of inclusive classroom environments?
• Homeschooling: Argumentation For and Against .

School & Classroom Management

• Peculiarities of educational management in primary and elementary schools.
• Classroom Management and Techniques to Incorporate in Student’s Reinforcement Plan .
• Preventive approaches to classroom management.
• Educational management: The blue vs. orange card theory.
• Teaching Strategies and Classroom Management .
• What is the role of corporal punishment in educational management?
• Classroom management system: Effective classroom rules.
• Dominance and Cooperation as Classroom Management Strategies .
• Culturally responsive classroom management: Definition and features.
• The influence of school management on student well-being and engagement.
• Blended Learning and Flipped Classrooms .
• Use of information communication technology in school management.
• The problems of classroom management with high school students.
• The Role of Computers in the Classroom .
• Assessment of the role of teachers in school management.
• Online vs. Traditional Classroom Education .

Educational Policies

• Why are education policies and strategies crucial for teachers and students?
• The effectiveness of implementing educational policies.
• Implementation of Federal Educational Policies .
• State policies to increase teacher retention.
• Policies and laws promoting gender equality in education.
• The Separate But Equal Education and Racial Segregation .
• Education policy issues in 2020: Consequences of Covid-19.
• Educational policies for students with disabilities.
• Higher Education Should Be Free for Everyone .
• What education policies and practices does UNESCO prioritize?
• Education policies as a way to improve the school system in the Philippines.
• Where and How Sex Education Should Be Conducted Among the Young People?
• The education policy fellowship program and its value and goal.
• Should Schools Distribute Condoms?
• European education policy regarding the education of adults.
• The main features of the special education process.
• Use of assistive technology in improving education for students with special needs.
• Special Education in New York City .
• Special education: Transforming America’s classrooms.
• The issues faced by parents of students with disabilities.
• Functional Curriculum Goals in Special Education .
• The role of social skills training in the development of special education.
• Paraeducators: Assisting students with special needs in their studies.
• Labeling in Special Education .
• Physical class as a vital part of special education.
• Effects of co-teaching approaches on the academic performance of students with disabilities.
• English Language Learning in Special Education .
• Behavioral strategies for dealing with autism spectrum conditions during lessons.
• Natural Readers Website as Assistive Technology in Education .
• Trauma-informed teaching as a trending issue in special education.
• Special education: The main concepts and legal background.
• Learning Disabilities: Speech and Language Disorders .
• Use of cultural resonance in special education.
• Current issues in special education for children with disabilities.
• Related Services for Students with Disabilities .
• The special education profession and its value.
• Special education: Teaching children with mental disorders.
• Exclusion of Students with Learning Disabilities .
• How to create a perfect curriculum for students with special needs?
• The importance of collaboration between parents and special education teachers.
• General Curriculum for Students with Severe Disabilities .
• The Netherlands as a leader in supporting intellectual disabilities programs.
• Effective Strategies for Students With Learning Disabilities
• The role of cultural sensitivity in multicultural special education.
• Special education: The main aspects and conflicts.
• New Technologies for the Students with Disabilities .
• The frequency and consequences of firearm-related incidents in schools.
• Gun Control and School Shootings .
• The impact of political ideology on educational policies and practices.
• Why is sexual assault a serious problem on American campuses?
• Negative Impact of Media Attention to School Shooting .
• Regulations and procedures for preventing unauthorized access to weapons in schools.
• College accreditation and student loan forgiveness.
• Discrimination in School and Its Effects on Students .
• Modern technologies as a real threat to student privacy and security.
• The issue with learning accommodation for non-traditional students.
• Discrimination and Inequality in the Education System
• Why is standardized testing one of the biggest problems in education?
• The prevalence and patterns of alcohol consumption among students.
• The Early Education Issues: Development and Importance .
• Student poverty and its connection to academic performance and success.
• Teacher salaries: A critical education issue of the 21st century.
• School Bullying and Legal Responsibility .
• What effect does the size of the class have on student outcomes?
• School violence: Dealing with it and minimizing the danger.
• Adolescent Mental Health: Depression .
• Analyzing the impact of technology integration on the increased level of cheating.
• Teacher burnout and its impact on student achievement.
• Adolescent Drug Abuse, Their Awareness, and Prevention .
• What is the influence of socioeconomic status on educational achievement gaps?
• Social Inequality at School .
• High-stakes testing as the main reason for increasing student stress levels.
• Homework: The main disadvantages of self-studying at home.
• Social Inequality and Juvenile Delinquency .
• The effects of drug education campaigns on student knowledge and attitudes.
• Why do college students often become addicted to gambling?

School Bullying

• A method to prevent bias and discrimination in the school system.
• Cyberbullying Among University Students .
• The social consequences of cyberbullying and cyberstalking for students.
• What is the influence of bullying on the academic performance of students?
• School Bullying and Problems in Adult Life .
• Bullying and suicide: Understanding the link and dealing with it.
• School Bullying: Causes and Effects .
• The issue of bullying of children with special needs in school.
• The impact of bullying on school communities.
• Prevention of Bullying in Schools .
• What effect does bullying have on high school-aged students?
• Parenting Style and Bullying Among Children .
• School bullying: Government strategies for managing the problem.
• What steps can parents take to stop bullying at school?
• Cyberbullying of Children in Canada .
• The importance of the anti-bullying program for schools.
• The contribution of technology to the occurrence or prevention of bullying.
• Student Dropouts in Bully-Friendly Schools .
• Bullying and its influence on school climate.
• Bullying and violence in schools: Social psychology perspective.
• The Long-Term Consequences of Being Bullied or Bullying Others in Childhood .
• What are the leading causes of bullying in school?
• Investigating the consequences of online bullying among school-aged children.
• Bullying of Learners with Disabilities .

Lack of Funding

• The impact of school funding issues on the performance of students.
• Children Education. Federal Funding of Preschool .
• School funding issues: Methods and strategies to overcome the problem.
• Why is school funding a key to equitable education?
• The Role of External Funding in Academic Projects .
• The impact of the COVID-19 pandemic on school funding.
• How can an increase in spending on education help boost economic recovery?
• School-Funding System in New Jersey .
• Investigating the link between financial disparities and educational inequality.
• How Misuse of Funding Could Affect Education .
• The influence of budget cuts on teacher recruitment and retention.
• Inadequate funding as one of the biggest problems in education.
• Free College Education: Arguments in Support .
• Problems of insufficient funding for elementary education in Asia.
• The role of private sector partnerships in education funding.
• Should College Education Be Free for All US Citizens?
• Public education funding in the US: Peculiarities.
• The importance of educating children in poor countries.
• Should College Athletes Be Paid or Not?
• How can the issue of improper funding for schools be solved?
• New school funding model in Kenya: Benefits and main problems.
• Evidence-Based Model and Solving Problems with School Funding .
• How do decreasing budgets affect student learning and achievement?

Mental Health of Students

• Why do many college students experience symptoms of severe mental health conditions?
• University Students’ Mental Health in 2000-2020 .
• Depression as a common mental health issue in US students.
• Suicidal ideation and intent in students: The leading causes and symptoms.
• The Effect of Mental Health Programs on Students Academic Performance .
• American Psychological Association and its role in helping students with anxiety.
• Eating disorders: The female college students’ problem.
• Mental Health Issues in College Students .
• Substance misuse and its influence on the social life of students.
• What are the long-term effects of academic stress on student mental health?
• Strategies to Decrease Nursing Student Anxiety .
• Factors contributing to the rise in student anxiety and depression rates.
• Social media use and its connection to the mental health of high school students.
• Adolescent Depression: Modern Issues and Resources .
• Sleep quality and duration’s influence on student mental health.
• How does parental involvement influence the mental health and well-being of students?
• The Problem of Adolescent Suicide .
• Physical activity and its contribution to students’ mental health.
• The impact of the COVID-19 pandemic on student mental health.
• Mental Health Well-Being Notion: Its Effect on Education .
• The effectiveness of school-based mental health programs for students in Europe.
• Education and Motivation for At-Risk Students .
• Creative approaches to support teenagers with mental disorders.

Inclusivity

• The value of inclusive education for high school students.
• Diversity and Inclusivity as Teaching Philosophy .
• Government measures to advance inclusive education.
• Inclusive education: Essential elements, related laws, and strategies.
• Inclusive Education for Students With Autism Spectrum Disorder .
• Inclusive teaching principles at Columbia schools.
• How do open society foundations support inclusive education?
• Student-Teacher Interaction in Inclusive Education .
• Inclusive education and its benefits for students with disabilities.
• Non-competitive learning as the main concept of inclusive education.
• Inclusive Education for Students With Disabilities .
• Increasing inclusivity in the classroom: The main benefits and methods.
• How can parents build an inclusive behavioral model for their children in elementary school?
• Effective Practice in Inclusive and Special Needs Education .
• The role of government in funding inclusive education in the US.
• Respectful language as a key to teaching students to be more tolerant.
• Early Childhood: Inclusive Programs and Social Interactions .
• Diverse groups and their contribution to increasing inclusivity in the classroom.
• The value of inclusive education: Socialization and academic progress.
• Creating Inclusive Classrooms for Diverse Learners .
• Peculiarities of curriculum and pedagogy in inclusive education.
• What are the critical challenges in implementing inclusive education policies?

Other School Issues

• Traditional teaching methods and their negative impact on student performance.
• Shooting in Schools: Trends and Definition .
• The main teaching issues: Constant pressure and a lot of paperwork.
• The lack of effective communication between teachers and students in high school.
• Alcohol Abuse Among Students: Reforming College Drinking .
• Students’ behavior as one of the relevant issues in elementary school.
• The risk of burning out in college students: Causes and symptoms.
• Dormitory Life and Its Tough Sides for Students .
• How does a lack of support outside of the classroom influence students’ grades?
• The connection between administrative workload and teacher retention rates.
• Changes in Diet and Lifestyle for Students .
• Changing educational trends as one of the challenges faced by teachers.
• What are the main limitations of disciplining students?
• Homeschooling Disadvantages for Students and Parents .
• The issue of using mobile devices in the classroom.
• The potential drawbacks and limitations of redundant teaching techniques.
• Dealing With Procrastination Among Students .
• How to deal with the growing discipline problem in US classrooms?
• The effects of educational technology use on college student learning.
• Teaching Students With Attention Deficit Hyperactivity Disorder .
• The emotional and mental toll of lesson planning on teachers.
• What is the impact of pressure from school administrators on teacher performance?
• Cybersecurity Threats for Students & How to Fight Them .
• The community perceptions and concerns regarding armed guards in schools.
• Small-Group Counseling for the High-School Students .
• The need for bilingual education for students in England.
• LGBT+ inclusive sex education: Advantages and disadvantages.
• Challenges Faced by Foreign Students in Adapting to University Culture .
• Why should school uniforms in middle and high school be mandatory?
• The influence of teaching salaries on teacher motivation and performance.
• The Problem of Technology Addiction Among College Students .
• The role of teachers in navigating religious diversity in classrooms.
• What makes private schools in the US better than public ones?
• Why Some Students Cheat .
• The impact of free colleges on the quality of higher education.
• Dissection in school: The value and impact on student’s attitudes toward science.
• How Inclusive Learning Affects Other Students .
• The social and emotional development of students in homeschooling and traditional schooling.
• Why is it necessary to implement college courses in state prisons?
• How to Keep Young Students Engaged and Disciplined in Classroom .
• The effectiveness of school-supplied condoms in preventing teenage pregnancy.
• The impact of implicit bias on racial segregation in education.
• The Problem of Anxiety Among the College Students .
• Race-based school discipline in high school: For and against.
• What are the cons and pros of single-sex schools?
• The Need for Curriculum Change Among African American Students .
• Corporal punishment in schools as a way of controlling undisciplined behavior.
• The role of online education in student-teacher interaction.
• Self-Esteem and Self-Anxiety in Nursing Students .
• The problem of sexually or socially provocative clothes at school and methods of solving it.
• Behavioral Intervention Plan (BIP) For Anxious Students .
• Corruption and emotional manipulations in the educational system.
• How can social and religious issues uniquely affect education?
• Mandatory Drug Tests for Nursing Students .
• What are the main aspects and goals of school psychology?
• Adlerian Theory for School Counseling .
• Historical foundations of American school psychology.
• The role of school psychologists in conceptualizing children’s development.
• Solution-Focused Brief Therapy in School Counseling .
• School psychology: The helping hand in overcoming school crisis.
• The value of professional development programs in high school.
• Therapy Modality for Transformational P-12 School Counselors .
• Job prospects in school psychology in the United States.
• What is the role of school psychologists in supporting students with special needs?
• The McMartin Preschool and Forensic Psychology .
• School psychology in the 21st century: Foundations and practices.
• How do the social-emotional learning programs impact student well-being?
• The effects of school-based crisis interventions on students’ post-traumatic recovery.
• Cognitive Distortions in Middle-School Students.
• School psychology science: Skills and procedures.
• What are the most effective psychological strategies for reducing bullying in schools?
• Instruction Development for Students with Cognitive Disability .
• The effects of crisis intervention work on school psychologists.
• National Association of School Psychologists: Standards and practices.
• The influence of psychologists on the formulation of school policies in the UK.
• Risky Sexual Behaviors Among College Students .
• Counseling students with a sexual abuse history and its impact on academic success.
• Religion and spirituality as diverse topics in school psychology publications.
• Social-Behavioral Skills of Elementary Students with Physical Disabilities .
• School-based considerations for supporting American youths’ mental health.
• The practices for increasing cross-cultural competency in school.
• Classroom Management Ideas: Behavioral Crises and Promotion of Friendship Between Students .
• School psychologists: Principles of professional ethics .

Educational research advances knowledge across diverse disciplines, employing scientific methods to address real-world challenges within the realm of education. By exploring various topics , from innovative pedagogies to the impact of technology, we gain valuable insights to enhance educational practices, ensure inclusivity, and empower future generations with the tools for success.

❓ Educational Research Topics FAQ

What are good research topics for education.

An effective topic is one you can explore in-depth within the length of your assignment. Here are some crucial characteristics of a good research topic:

• Relevant and clear.
• Not too broad or narrow.
• Interesting for the author and target audience.

For example:

• Project-based learning in the classroom: Pros and cons.
• What role did technology play in the development of online tutoring?

How do I find a research topic in education?

You should take 3 simple steps to find a research topic in education:

• Determine the area in education that interests you the most.
• Read all the relevant information to understand the hot issues in your field.
• If you still cannot find the one that suits you best, use our base of the most exciting research topics in education!

What are the top 5 most researched topics?

• Bullying and cyberbullying as significant issues in US schools.
• Why are modern technologies more of a distraction than a helper in education?
• The benefits of inclusive classrooms for students with disabilities.
• How did COVID-19 affect student mental health and the school environment?
• The barriers to education access in underserved communities.
• 10 Challenges Facing Public Education Today | National Education Association
• Education Issues, Explained | EducationWeek
• The Education Crisis: Being in School Is Not the Same as Learning | The World Bank
• The 10 Most Significant Education Studies of 2021 | Edutopia
• Special Education Topics | Wisconsin Department of Public Instruction
• Social Issues That Special Education Teachers Face | Chron
• How Teachers Can Learn Through Action Research | Edutopia
• School Psychology | American Psychological Association
• Issues and Problems in Education | Sociology by University of Minnesota
• Educational Research Design | University of Pittsburgh
• Global Education Issues: Making a Difference Through Policy | American University
• Unequal Opportunity: Race and Education | Brookings
• Higher Education | George Mason University
• Department of Curriculum and Instruction: Research Topics | University of Minnesota
• A Six Step Process to Developing an Educational Research Plan | East Carolina University
• Teaching and Learning Topics | University of Oregon
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110+ Exceptional Education Research Topics Ideas

Topics for education research usually comprise school research topics, research problems in education, qualitative research topics in education, and concept paper topics about education to mention a few.

If you’re looking for research titles about education,  you’re reading the right post! This article contains 110 of the best education research topics that will come in handy when you need to choose one for your research. From sample research topics in education, to research titles examples for high school students about education – we have it all.

Educational Research Topics

Research title examples for college students, quantitative research titles about education, topics related to education for thesis, research titles about school issues, ph.d. research titles in education, elementary education research topics, research title examples about online class, research titles about modular learning, examples of research questions in education, special education research titles.

The best research titles about education must be done through the detailed process of exploring previous works and improving personal knowledge.

Here are some good research topics in education to consider.

What Are Good Research Topics Related to Education?

• The role of Covid-19 in reinvigorating online learning
• The growth of cognitive abilities through leisure experiences
• The merits of group study in education
• Merits and demerits of traditional learning methods
• The impact of homework on traditional and modern education
• Student underdevelopment as a result of larger class volumes
• Advantages of digital textbooks in learning
• The struggle of older generations in computer education
• The standards of learning  in the various academic levels
• Bullying and its effects on educational and mental health
• Exceptional education tutors: Is the need for higher pay justifiable?

The following examples of research titles about education for college students are ideal for a project that will take a long duration to complete. Here are some education topics for research that you can consider for your degree.

• Modern classroom difficulties of students and teachers
• Strategies to reform the learning difficulties within schools
• The rising cost of tuition and its burden on middle-class parents
• The concept of creativity among public schools and how it can be harnessed
• Major difficulties experienced in academic staff training
• Evaluating the learning cultures of college students
• Use of scientific development techniques in student learning
• Research of skill development in high school and college students
• Modern grading methods in underdeveloped institutions
• Dissertations and the difficulties surrounding their completion
• Integration of new gender categories in personalized learning

These research topics about education require a direct quantitative analysis and study of major ideas and arguments. They often contain general statistics and figures to back up regular research. Some of such research topics in education include:

• The relationship between poor education and increased academic fees
• Creating a social link between homeschool and traditional schoolgoers
• The relationship between teacher satisfaction and student performance
• The divide between public and private school performance
• The merits of parental involvement in students’ cognitive growth.
• A study on child welfare and its impact on educational development
• The relationship between academic performance and economic growth
• Urbanization in rural areas and its contribution to institutional growth
• The relationship between students and professors in dissertation writing
• The link between debt accumulation and student loans
• Boarding schools and regular schools: The role these two school types play in cognitive development

Educational-related topics used for a thesis normally require a wide aspect of study and enough educational materials.  Here are some education research topics you can use for write my thesis .

• The difficulties of bilingual education in private universities
• Homework and its impact on learning processes in college education
• Dissertation topic selection: Key aspects and research obligations
• Social media research topics and their educational functions
• A detailed educational review of student learning via virtual reality techniques
• Ethnicities in universities and their participation in group activities
• The modern approach to self-studying for college students
• Developing time management skills in modern education
• Guidelines for teacher development in advanced educational institutions
• The need for religious education in boarding schools
• A measure of cognitive development using digital learning methods

A research title about school issues focuses on activities surrounding the school environment and its effects on students, teachers, parents, and education in general. Below are some sample research titles in education, relating to school issues.

• Learning English in bilingual schools
• A study of teachers’ role as parent figures on school grounds
• Addressing the increased use of illegal substances and their effects in schools
• The benefits of after-class activities for foreign students
• Assessing student and teacher relationships
• A study of the best methods to implement safety rules in school
• Major obstacles in meeting school schedules using boarding students as a case study
• The need for counseling in public and private schools: Which is greater?
• Academic volunteering in understaffed public schools
• Modern techniques for curbing school violence among college students
• The advantages and disadvantages of teacher unions in schools

As you create your proposed list of research topics in education, consider scientific journals for referencing purposes. Here are some Ph.D. research titles for education.

• The modern methods of academic research writing
• The role of colleges in advanced mental care
• The merits and demerits of Ph.D. studies in Europe and Africa
• Interpersonal relationships between students and professors in advanced institutions
• A review of community colleges: merits and demerits
• Assessing racism in academic ethnic minorities
• The psychological changes of students in higher education
• The questionable standards of student loan provisions
• The merits of personalized teaching techniques in colleges
• The wage gap between private and public university teachers
• Teacher responsibilities in private universities versus public universities

The research topics in elementary education in 2023 are very different from the elementary education research topics from five or ten years ago. This creates interesting grounds for different research titles for elementary education.

Here are some elementary education title research ideas.

• Assessing quick computer literacy among elementary school pupils.
• The role of video games in childhood brain development
• Male vs female role models in early education periods
• The advantages of digital textbooks in elementary schools
• The impact of modern curriculums on elementary education
• Lack of proper school grooming is a cause of violence.
• Should elementary school children be taught about LGBTQ?
• A review of the need for sexual education in elementary schools
• The effects of emotional dependence in early childhood learners.
• The need for constant technology supervision of elementary school students
• Advantages of computer-guided education in elementary schools

Here are some research title examples for students taking online classes.

• The academic difficulties experienced by online students.
• A study of decreased attention in online classes
• The upsides and downsides of online education
• The rising fees of online and traditional education in universities
• A detailed study on the necessity of college internships
• The need to provide college scholarships based on environmental achievements
• How online education terminates university fraternities and sororities.
• The role of academic supervisors in career selection
• Why interactive assignments improved learning capabilities during the pandemic
• Merits of education in online learning environments
• Why online lessons are the least effective for some college students

The modular learning approach focuses primarily on learning outcomes. Here are some examples of research titles about modular learning.

• Modular learning and the role of teachers in its execution
• Teaching techniques of religious institutions
• Potential risks of accelerated learning
• Modular learning on students’ future performances
• The general overview of modular learning amongst students
• The modern Advantages and disadvantages of inclusive classes
• Observing student developments in modular learning
• Music therapy for fostering modular learning techniques
• The creation of a personalized curriculum for students.
• Applications of modular learning both in home-schooling?
• The benefits of modular learning towards creating a more holistic educational system

These research title examples about education answer important questions and they can also be argumentative essay topics .

Here are some titles of research about education questions.

• What impacts do learning approaches provide for students?
• How can schools manage their increasing gender differences?
• What fosters the provision of learning needs?
• What are the best educational recruitment methods?
• How can cognitive development improve education?
• How can you assess the moral growth of institutions?
• What are the primary causes of educational differences in geographical locations?
• How can institutions address increasing mental health needs?
• Why is early intervention essential in students with mental health setbacks?
• What are the characteristics of mental health deterioration among students?
• What techniques are acceptable in regulating the violence of students in institutions

Some of the research title examples about education include:

• How do schools create more personalized learning methods?
• Evaluating mental health setbacks during education
• The impact of modern technology on special education
• The cognitive improvements via specialized learning in dyslexic children
• The psychological link between dyslexia and bullying in high school
• Impact of social isolation in special education classes
• The difficulties in providing specialized learning environments
• A study of orphan students with disabilities and their aptitudes for learning
• How special classes improve the self-esteem of disabled students.
• How to use modern teaching techniques in unique learning environments.
• A study of the application of digital games to autistic learning

Final words about education research topics

We have provided some reliable examples of a research topic about education you can use for write my thesis . You can use these research titles in education to cultivate your ideas, create inspiration, or for online research. Remember always to select a topic that you’re naturally passionate about and do diligent research, and reach out to our professional writing services if you need any help.

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Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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PROBLEMS AND DIFFICULTIES ENCOUNTERED BY STUDENTS TOWARDS MASTERING LEARNING COMPETENCIES IN MATHEMATICS

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Psychology: Research and Review

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• Published: 04 June 2018

Behavioral problems of school children: impact of social vulnerability, chronic adversity, and maternal depression

• Ana Karina Braguim Martineli   ORCID: orcid.org/0000-0003-2549-5583 1 ,
• Fernanda Aguiar Pizeta 1 &
• Sonia Regina Loureiro 1  

Psicologia: Reflexão e Crítica volume  31 , Article number:  11 ( 2018 ) Cite this article

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This study’s objective was to identify the predictive effect of indicators concerning social vulnerability, chronic adversity, and maternal depression on behavioral problems among school-aged children, according to the perceptions of mothers and teachers, considering the presence or absence of difficulties in the contexts of family and school. A total of 85 pairs of mothers and school children were distributed into three groups according to the behavioral problems identified. A General Questionnaire, the PHQ-9, the Chronic Adversity Scale, and the (Strengths and Difficulties Questionnaire) SDQ were applied to the mothers; the Raven’s Colored Progressive Matrices were applied to the children; and the SDQ was applied to the teachers. Data were analyzed with descriptive, predictive, and comparative statistical procedures ( p  ≤ 0.05). The results reveal the presence of cumulative risks for children with behavioral problems; mothers more frequently identified behavioral problems than teachers; and maternal depression was a predictor for behavioral problems. Such findings are relevant for devising mental health programs.

The behavior of school-aged children is an important indicator of adaptation in this stage of development; however, not all children are successful and may present externalizing or internalizing behavioral problems, expressed within the family and/or school contexts (Achenbach, Ivanova, Rescorla, Turner, & Althoff, 2016 ; Linhares & Martins, 2015 ; Marturano, 2013 ).

Families present structural and internal dynamics that may contribute to either risk or protective outcomes in terms of child development (Macana & Comim, 2015 ; Walsh, 2016 ) so that adaptive difficulties associated with behavioral problems are frequent among children (Pizato, Marturano, & Fontaine, 2014 ). Considering the relevance of the influence exerted by the family context on school children, various studies have addressed the association of cumulative adversity present in the family context and the outcomes of behavioral problems among children (Duncombe, Havighurst, Holland, & Frankling, 2012 ; Leis, Heron, Stuart, & Mendelson, 2014 ; Pizeta, Silva, Cartafina, & Loureiro, 2013 ).

When analyzing the potential risk factors for the development of psychopathologies in 252 children and adolescents who are victims of domestic violence, Hildebrand, Celeri, Morcillo, and Zanolli ( 2015 ) verified that 92.8% of the participants were exposed to at least one risk factor. The authors also noticed that the association of two or more risk factors were present in 53.2% of the sample, namely family conflicts, mental health problems within the family, gender violence between parents, family involvement with drug trafficking and criminal behavior, and the abusive consumption of alcohol by parents or legal guardians, among others.

Therefore, among the events listed as conditions that predispose children to behavioral problems, we highlight indicators of chronic adversity and mental health conditions affecting the parents, especially maternal depression, as risk conditions acknowledged to have a negative impact on children. Additionally, the presence of variables related to social vulnerability is also identified based on conditions or events of life that may interfere in the course of developmental outcomes for children, contributing to the maladaptation of children in typical developmental tasks when experiencing risk conditions.

Considering social vulnerability in the population in general, low socioeconomic status and unemployment among mothers were identified as predictors of behavioral problems among children in situations of poverty, according to a study conducted by Bele, Bodhare, Valsangkar, and Saraf ( 2013 ) of children in India. In the Brazilian context, Correia, Saur, and Loureiro ( 2014 ) conducted a cohort study and identified an association of behavioral problems with low socioeconomic status for boys and low maternal education and larger families for girls. In the same direction, Pizato et al. ( 2014 ) verified association between improved socioeconomic conditions with fewer behavioral problems and more social skills in school-aged children; Saur and Loureiro ( 2015 ) identified associations between behavioral problems among 10-year-old children with low maternal educational level and low socioeconomic status and families with more than four members. It is also considered that the family socioeconomic condition can influence the cognitive performance of children, being this condition strongly related to other environmental aspects such as maternal depression (Piccolo et al., 2012 ).

In regard to the parents’ mental health, maternal depression, especially given its high prevalence and recurrence (World Health Organization [WHO], 2017a , 2017b ), stands out as a form of adversity in different periods of child development, impacting the behavior of school-aged children (Bagner, Pettit, Lewinsohn, & Seeley, 2010 ; Callender, Olson, Choe, & Sameroff, 2012 ; Edwards & Hans, 2015 ; Loosli, Pizeta, & Loureiro, 2016 ). Such a psychopathology, however, is associated with other adverse contextual conditions, favoring cumulative risk in the family context (Kessler, 2012 ). Note that the condition of cumulative risk has been acknowledged in the literature as having a greater impact for outcomes among children compared to the presence of a single risk (Evans, Li, & Whipple, 2013 ). Thus, this justifies the relevance of studying potential associations between maternal depression and behavioral problems, including other variables in the family environment, as proposed in this paper.

Indicators of social vulnerability and clinical characteristics of maternal depression have been identified as relevant factors to understanding risk conditions for child development. Barker, Copeland, Maughan, Jaffee, and Uher ( 2012 ) monitored children from their first year of life up to the age of 7 and verified that, in comparison to children of mothers without depression, children of mothers with depression were more frequently exposed to 10 out of the 11 risk factors assessed in the study, among which, low socioeconomic status, single parent, physical abuse, low maternal education, and drug and alcohol consumption. The frequency of exposure was at a significant level. Indicators concerning the severity of depression and anxiety were examined by Leis et al. ( 2014 ), in a sample of 2891 mother-child pairs, taking into account the perspectives of mothers and teachers. The authors found an association between severe depressive symptoms during pregnancy and more frequent behavioral problems at the age of 10 and 11 years old, according to the reports of teachers. Conners-Burrow et al. ( 2016 ), who took into account the assessment of mothers, determined that early contact with maternal mild depressive symptoms increased the risk of children presenting internalizing and externalizing behavioral problems during school-age years.

Still considering chronic risk and adversity and their influence on child behavior, we highlight the study by Wang, Christ, Mills-Koonce, Garrett-Peters, and Cox ( 2013 ), who found associations between externalizing problems among 4- to 12-year-old children and the use of more rigid control and low maternal educational levels. The study by Bouvette-Turcot et al. ( 2017 ) reports that exposure to more adversity and low family income during childhood was associated with the development of depressive symptoms in adulthood.

When addressing behavioral problems, one issue that arises refers to the source of assessments, considering that children and adolescents may present problems in a specific context but not in another, for instance, family versus school, indicating a need to obtain assessments from multiple informants, especially from parents or legal guardians and teachers (Martoni, Trevisan, Dias, & Seabra, 2016 ; Miller, Martinez, Shumka, & Baker, 2014 ). In this direction, some studies draw attention to the low to moderate level of agreement obtained between informants and to the relevance of such information to implementing clinical practices intended to address specific contexts in which children present problems (De Los Reyes et al., 2015 ; Martel, Markon, & Smith, 2017 ). Despite disagreement among the various informants, different observers provide different perspectives of the same problem (Miller et al., 2014 ). Each observer, though, can provide potentially valuable data in regard to the same patient (De Los Reyes, Thomas, Goodman, & Kundey, 2013 ; Clark, Durbin, Hicks, Iacono, & McGue, 2017 ), taking into consideration different contexts.

With school-aged children in mind, mothers and teachers have a privileged opportunity to observe the behavior of children, since the family and school are the primary contexts of development where competence in specific tasks inherent to this period is acquired (Achenbach et al., 2008 ), as previously mentioned. Some studies addressing the behavior of children according to the assessments of parents and teachers highlight the discrepancy between such assessments. Johnson, Hollis, Marlow, Simms, and Wolke ( 2014 ) used the Strengths and Difficulties Questionnaire (SDQ) to assess 219 children aged 11 years old who were born prematurely. The authors verified that the parents considered their children to present more emotional, attention, and relationship problems compared to the assessments provided by teachers. The informants agreed only in regard to the assessment of problems related to hyperactivity, which indicates the importance of using combined assessments. Kovess et al. ( 2015 ) conducted a study with 9084 children between 6 and 9 years of age, from seven countries (Italy, the Netherlands, Germany, Romania, Bulgaria, Lithuania, and Turkey), in which both teachers and parents were informants. The objective was to identify risks to the mental health of students. They verified that the teachers found the children to present more externalizing problems and fewer internalizing problems when compared to the parents’ assessments.

Even though assessments provided by multiple informants are considered relevant, the literature still lacks data. This study seeks to fill this gap and is intended to produce new data concerning the behavior of school children assessed by mothers and teachers, considering conditions in which children live with maternal depression and other adversities. Therefore, this study is intended to fill the gaps pointed out by De Los Reyes et al. ( 2015 ) concerning the need for further research using the assessments of multiple informants and addressing the specifics of contexts in which behavioral problems manifest, as a way to improve understanding regarding such problems, focusing on maternal depression. According to Goodman et al. ( 2011 ), there is a need for studies focusing on the multiple adversities presented in the family environment, taking into account the influence of maternal mental health when assessing the behavior of children, as indicated by Leis et al. ( 2014 ).

Therefore, the objective was to identify the behavioral profile of school children and associations between the evaluation of mothers and teachers, identifying the level of agreement among the informants. In addition, we aimed to evaluate the predictive effect of indicators concerning social vulnerability, chronic adversity, and maternal depression on behavioral problems presented by school children, according to the perspectives of mothers and teachers, considering the presence or absence of difficulties in both family and school contexts. The hypothesis guiding this study was that social vulnerability, chronic adversity, and maternal depression predict more frequent behavioral problems among school children in both developmental contexts, family and school, assessed by mothers and teachers, respectively.

A cross-sectional, correlational, predictive, comparative design was adopted using data obtained with different techniques from different sources, namely mothers, teachers, and children. The study was approved by the Institutional Review Board (no. 36415514.5.0000.5407) and complied with the ethical recommendations proposed by the Declaration of Helsinki.

Participants

A total of 85 mother-child pairs and 16 teachers from a public school located in the state of São Paulo, Brazil, took part in this study. The participants were assigned to three groups, according to the children’s indicators of behavioral problems assessed by their mothers and teachers, namely G1 = 18 children with behavioral problems according to their mothers and teachers, G2 = 39 children with behavioral problems according to their mothers or teachers, and G3 = 28 children without behavioral problems according to their mothers and teachers.

According to the inclusion criteria, mothers were aged between 25 and 45 years old, 34.5 years old on average (SD = 5.51), and all were literate. The children were aged between 7 and 10 years old, 8.8 years old on average (SD = 1.06) and were homogeneously distributed into three groups. In regard to the children’s sex, 39 were girls and 46 were boys, making a balanced distribution according to sex impossible: G1 presented significantly more boys than girls when compared to the G2 and G3 ( p  = 0.05; p  = 0.02, respectively). In order to assess the weight of this variable for the presence or absence of behavioral problems among children, as assessed by both their mothers and their teachers, an ordinal regression analysis was performed considering the sex of the children, which revealed a model that did not present the minimum criteria regarding slope homogeneity [chi-square (1) = 5.285; p  = 0.022; D (1) = 5.524; p  = 0.019], that is, it is not a model that fits data under analysis.

The inclusion criteria are that the children live with their biological mothers, rather than adoptive mothers, and have attended at least 1 year of primary school. Institutionalized children or those with apparent physical or mental disabilities were excluded. The assessment of children was initiated after consent was obtained from their mothers, and only one child per family was included in the study. In regard to the teachers, only those who had had at least 3 months of contact with the children and taught the children whose mothers explicitly consented to the assessment of their children at school were included. In accordance with the principles of good research practices, the participation of mothers and teachers was voluntary, without incentive payment mechanisms that stimulated the involvement with the research. A lecture was offered to the school on the behavior and learning of school children.

Instruments

Raven’s colored progressive matrices (raven).

The Raven is an instrument standardized by Angelini, Alves, Custódio, Duarte, and Duarte ( 1999 ), to assess the intellectual level of Brazilian children between 5 and 11 years old. It is a psychological test of non-verbal intelligence; the objective of which is to assess one’s analogical reasoning as a general factor, composed of three series: A, AB, and B, each with 12 problems. It presents good psychometric qualities, inferred by construct validity, internal consistency, with item-total correlation between 0.30 and 0.80 for most items, as well as precision, inter-item coefficient of correlation for the total sample equal to 0.92 (Angelini et al., 1999 ). Children presenting potential cognitive deficits, who presented percentiles lower than 25, were excluded from the study (Muniz, Gomes, & Pasian, 2016 ), balancing groups according to the percentiles obtained by the children.

Patient Health Questionnaire-9 (PHQ-9)

The PHQ-9 is a module directly based on the diagnostic criteria for major depression disorder from the DSM-IV, proposed and validated by Spitzer, Kroenke, and Williams ( 1999 ) and by Kroenke, Spitzer, and Williams ( 2001 ). The questionnaire enables both screening for signs and symptoms of current major depression, as well as classifying levels of severity, from mild to moderate or severe; the greater the score, the more indicators of problems the individual presents. It is composed of nine items assessed by an ordinal scale that measures the frequency of signs and symptoms of depression in the last 2 weeks. According to the instrument’s technical instructions, the total score was used so that scores greater than or equal to 10 indicate the presence of depressive symptoms, while scores lower than 10 indicate an absence of such symptoms. The Brazilian version used in this study was translated by Pfizer (Copyright  © 2005 Pfizer Inc., New York, NY), the reliability of which was verified by Osório, Mendes, Crippa, and Loureiro ( 2009 ), presenting satisfactory psychometric indicators.

Strengths and Difficulties Questionnaire (SDQ)

The SDQ was developed by Goodman ( 1997 ) and is intended to assess the behavior of children and adolescents, aged between 4 and 16 years old, by screening their behavioral strengths and difficulties. There is a version for children and adolescents between 11 and 16 years of age, a version for parents, and another for teachers. The SDQ is composed of 25 items subdivided into five subscales: emotional symptoms, conduct problems, hyperactivity, peer relationship problems, and pro-social behavior, with five items each. It provides raw scores and cutoff points for each of the subscales, as well as a total score for difficulty that is obtained by totaling the four behavioral problem scales. Scores are classified as normal, borderline, and abnormal. It was translated to Portuguese and adapted for Brazilian sociocultural characteristics by Fleitlich, Cortázar, and Goodman ( 2000 ), while psychometric data, concerning validity and reliability, were described by Woerner et al. ( 2004 ), presenting good indicators. In this study, based on individual scores and cutoff points established for the Brazilian population, we considered the outcome variable for children classified as normal or borderline, according to the SDQ, to be “without difficulties,” while those who were classified as abnormal to be “with difficulties.” These outcomes were grouped with the assessments performed by the mothers and teachers, according to the distribution in the groups.

Chronic Adversity Scale (CAS)

The CAS was proposed by Marturano ( 1999 ) and is intended to identify recurrent adverse events that may have taken place in a child’s life and happened repeated times or lasted 1 year or longer. It is composed of 18 items addressing issues concerning chronic adversity regarding the child’s or the parents’ health, parents’ temperament, and potential family or marital conflicts. The scale is completed by the mothers based on a list of adverse conditions that may have developed in the lives of children since birth, specifying the duration in years and the child’s period of life at the time. Each item is scored either 0 (absence of recurrence or chronic nature of the event in the child’s life) or 1 (the event was recurrent or has a chronic nature); the sum of all 18 items results in the total score, which is used to identify the existence of chronic events.

General Questionnaire

This questionnaire addresses sociodemographic data and specific information concerning the mothers’ age, marital status, and educational level; the families’ monthly income and socioeconomic status; and the age, sex, and education of the children included in the study. The items from the Brazil Economic Classification Criteria, developed by the Brazilian Association of Survey Companies ( 2015 ), were used to assess socioeconomic conditions. Such information was used to characterize the participants and groups, as well as to identify social vulnerability indicators, including low maternal and paternal education, single-parent families, low socioeconomic status, and low family income, as well as being recipients of governmental financial support.

Data collection procedures

Preferably, data were collected at school in a private room, or in the families’ homes when requested by the mothers, in which case we sought to preserve the respondents’ privacy and convenience. All interviews were held by the first researcher, who is a psychologist and properly trained in the application of instruments.

Initially, 427 families received an invitation letter, which was delivered to the children in their classrooms. The 260 families who responded to the invitation were contacted by phone with the objective to provide clarification about the study’s objectives and schedule an assessment. A total of 154 families accepted the invitation to cooperate with the study, but nine of these were excluded because the grandmothers were the primary caregivers of these families’ children. Of the 145 mothers scheduled for assessment, 43 did not attend the interviews, resulting in 102 families. Seventeen of these did not meet the inclusion criteria: adolescent mothers or mothers older than 45 years of age, children exclusively living with their fathers, and children with characteristics that were not homogeneous with those presented by the groups. Thus, a total of 85 mother-child pairs were included and assessed.

Of the 427 families initially invited to participate in this research, 316 refused to collaborate with the survey and 26 were excluded because they did not meet the inclusion criteria.

The instruments were individually and in-person applied to mothers in a single section according to the following order: General Questionnaire, PHQ-9, CAS, and SDQ, with an average duration of 60 min. The researcher read the instruments and checked the responses while the mothers had a copy of the instruments to accompany the reading. This procedure was adopted to deal with potential difficulties or fatigue that the reading could produce in the mothers, given their level of education or potential depressive symptoms, though the mothers presented a minimum level of literacy that enabled them to understand the questions posed by the instruments.

The children were assessed at school in individual sessions that lasted an average of 15 min. After briefly establishing rapport, the Raven’s Colored Progressive Matrices was applied. The three groups were compared according to the percentiles children obtained in order to balance the groups in regard to this variable. Note that there were no significant statistical differences between them in regard to the children’s cognitive performances (G1: \( \overline{x} \)  = 75.1; σ  = 19.12; G2: \( \overline{x} \)  = 76.0; σ  = 13.44; G3: \( \overline{x} \)  = 66.9; σ  = 14.97).

The 16 teachers collectively completed the SDQ, focusing on the behavior of 85 children who had been previously assessed by their mothers, at the regular time scheduled for a meeting concerning collective teaching work. Each teacher was supposed to assess up to five students per meeting, with an average duration of 50 min and approximately 10 min per child. The teachers filled in the questionnaire, and the researcher remained in the room during the assessment to clarify potential doubts.

Data treatment and analysis

The PHQ-9, Raven, SDQ, and CAS were coded according to the purpose of each instrument. The assessments concerning the behaviors of children performed by the mothers and teachers using the SDQ were used as distinct sources in paired samples, in order to assign the participants to one of the three groups.

Coded data were typed in an Excel® spreadsheet and checked by independent reviewers. The statistical analyses were performed using IBM SPSS Statistics (v. 23; IBM SPSS, Chicago, IL), and a significance level of 0.05 was adopted.

The reliability of the PHQ-9 was verified for this sample using Cronbach’s alpha, which presented good psychometric quality ( α  = 0.87). The reliability of the SDQ ( n  = 85) for the totality of items regarding difficulties was based on the mothers’ ( α  = 0.77) and teachers’ answers ( α  = 0.89), as well as items of the pro-social behavior scale answered by mothers ( α  = 0.71) and teachers.

Normality tests (Kolmogorov-Smirnov, with Lilliefors significance correlation, and Shapiro-Wilk) were performed to guide decision-making regarding the statistical tests used for each set of variables.

The behavioral profile of children, obtained through the assessments of mothers and teachers and represented by the raw scores obtained on the scales addressing problems and pro-social resources and the total scale of difficulties in the SDQ, was analyzed using descriptive and comparative statistics by means of the Wilcoxon test. Indicators of the presence and absence of behavioral problems among children, assessed by the mothers and teachers using the SDQ, were compared using the McNemar test. Inter-observer agreement was also verified using the Kappa coefficient, while the criterion proposed by Landis and Koch ( 1977 ) was adopted.

The sociodemographic data and profiles of social vulnerability and chronic adversity were analyzed using descriptive statistics, while the groups were compared using chi-square and Kruskal-Wallis tests. After the univariate analysis, the predictive effect of cumulative adverse conditions on school children’s behavioral problems was assessed using ordinal regression analysis (Maroco, 2014 ), adopting criteria proposed by Field ( 2013 ) for the inclusion of predictive variables.

The weight of contextual adverse cumulative variables for the children’s behavioral problems was tested using ordinal regression analysis based on the significant variables identified in the comparison between groups. The predictive variables were included in the model (family income, mother’s education, and maternal depression were included as factors, and the score of chronic adversity was included as a covariant), independently tested, and combined with the sex of children, because the distribution of children in the groups according to sex was not homogeneous. Additionally, the contextual variables of cumulative risk were jointly tested in a multivariate model.

The analysis of the social vulnerability indicators (income and maternal education) and maternal depression, in one analysis disregarding the sex of children and then one considering the sex of children, showed that the models did not fit the data. The analysis of the models that included chronic adversity, as a single variable or associated with the sex of children, revealed statistically significant models, with very small effect sizes, in which independent variables did not predict the behavioral outcome among children, thus did not present relevant results. Afterwards, the multivariate model including maternal depression, social vulnerability indicators, and chronic adversity was tested and presented goodness of fit and is the model presented here.

Based on the objectives proposed, the results are presented taking into account the analyses concerning the children’s behavioral profiles according to the assessments of mothers and teachers as distinct sources, comparisons between G1, G2, and G3 regarding profile of social vulnerability, maternal depression, and chronic adversity, as well as the predictive effect of significant variables on the children’s behavioral problems assessed by mothers and professors, as combined sources of information.

The children’s behavioral profiles

Table  1 presents the behavioral profiles of the children assessed, according to the SDQ, by mothers and teachers as two different sources, adopting the presence or absence of behavioral problems verified by the SDQ and total difficulties as the outcome of the development of school children.

Significant statistical differences were found when comparing mothers and teachers in regard to the four specific scales of difficulties and total difficulties. Note that the mothers considered their children to present more emotional symptoms, conduct problems, hyperactivity, peer relationship problems, and total difficulties than the teachers. In regard to pro-social behavior, no statistically significant differences were found in regard to the comparisons between mothers and teachers.

In regard to the level of agreement obtained between assessments (mothers and teachers), note that reasonable agreement levels were found for conduct problems (kappa = 0.29 p  = 0.003) and total behavioral problems (kappa = 0.21; p  = 0.007), in addition to minimum indexes for hyperactivity (kappa = 0.19; p  = 0.035).

Similarly, the same differences were found for continuous scores. The means of the mothers were greater than those presented by the teachers for the total difficulties score (mothers: \( \overline{x} \)  = 17.5; σ  = 6.98; teachers: \( \overline{x} \)  = 9.33; σ  = 7.28; p  <  0.001) and for the four scales concerning symptoms: emotional symptoms (mothers: \( \overline{x} \)  = 3.19; σ  = 2.52; teachers: \( \overline{x} \)  = 2.26; σ  = 1.89; p  <  0.001), conduct problems (mothers: \( \overline{x} \)  = 3.32; σ  = 2.56; teachers: \( \overline{x} \)  = 1.59; σ  = 2.23; p  < 0.001), hyperactivity (mothers: \( \overline{x} \)  = 6.79; σ  = 2.76; teachers: \( \overline{x} \)  = 4.04; σ  = 3.23; p  < 0.001), and peer relationships (mothers: \( \overline{x} \)  = 2.20; σ  = 2.20; teachers: \( \overline{x} \)  = 1.42; σ  = 1.90; p  < 0.001).

The profiles of families in terms of vulnerability and risk variables

Table  2 presents comparisons concerning social vulnerability, maternal depression, and chronic adversities presented in the family context of children according to their distribution in the three groups.

Statistically significant differences were found between G1, G2, and G3 in regard to maternal education, family income, maternal depression, and chronic adversity. The comparison concerning maternal education revealed significant differences between G1 and G3 ( χ 2  = 5.660, p  = 0.017) and between G2 and G3 ( χ 2  = 12.075, p  < 0.001). Significant differences were also found in terms of family income between G1 and G2 ( χ 2  = 4.349, p  < 0.037) and between G1 and G3 ( χ 2  = 5.841, p  = 0.016). No differences were found between groups in terms of paternal education, marital status, socioeconomic status, or receiving governmental financial aid. Considering the variable maternal depression, however, statistically significant differences were found between G1 and G2 ( χ 2  = 13.876, p  < 0.000) and between G1 and G3 ( χ 2  = 22.489, p  < 0.001). G1 was the group in which mothers more frequently presented current symptoms of depression in comparison to the other two groups, while no differences were found between G2 and G3.

Comparisons concerning chronic adversities revealed significant differences between G2 and G3 ( F  = 363.000, p  = 0.016), but no differences were found between G1 and G2 or between G1 and G3.

The predictive effect of adverse cumulative variables on child behavior

Table  3 presents the weight of adverse cumulative contextual variables on child behavior, including data concerning coefficients and significance of the adjusted ordinal model.

Data suggest that the adjusted model is significantly better than the null model [ G 2 (4) = 24,792, p  < 0.001). Additionally, the multivariate model was statistically significant [chi-square (58) = 50,367, p  = 0.752; D (58) = 57,402, p  = 0.497] and showed moderate effect size (R 2 MF = 0.253; R 2 N = 0.288; R 2 CS = 0.139). According to the model, children are more likely to present behavioral problems when their mothers present indicators of depression, according to the assessments of both mothers and teachers ( b  = 1.955, p  = 0.001).

This study was intended to verify associations between indicators of social vulnerability, chronic adversity, and maternal depression, and the weight of such associations, with behavioral problems among school children, as assessed by their mothers and teachers. In this study, mothers and teachers were considered distinct sources of information, and the information they provided on the children’s behaviors was combined considering the presence or absence of difficulties manifested in the two developmental contexts of family and school. The hypothesis guiding this study that social vulnerabilities, chronic adversity, and maternal depression impact behavioral problems among school children was partially confirmed, as data analysis revealed peculiarities regarding such variables, which deserve to be highlighted.

The assessments of the children’s behavior from the perspectives of mothers and teachers in general showed that mothers identified more behavioral problems in children than did the teachers. This finding is in agreement with those reported in the studies conducted by De Los Reyes et al. ( 2015 ) and Martel et al. ( 2017 ), which indicate low to moderate agreement among informants. In this same direction, Clark et al. ( 2017 ) consider that agreement between assessments of parents, teachers, and children is rarely high, however, emphasizing that varied information enriches the understanding of the associations between academic conditions, personality, psychosocial functioning, behavioral aspects, mental health, and social adjustment of school children. According to the mothers’ assessments, a larger number of children experienced difficulties concerning emotional symptoms, while the teachers identified a larger number of children with externalizing problems expressed through conduct problems and hyperactivity. Such results are similar to those reported by Kovess et al. ( 2015 ), who note that externalizing problems are more visible to teachers than internalizing problems.

Analysis of this discrepancy between assessments should take into account that the interaction of mothers and teachers with children occurs in contexts that exhibit different demands, in addition to the fact that observers are guided by different criteria. In the family context, mothers have a more detailed picture of their children’s behavior due to the large range of daily situations, which are not always structured (Leis et al., 2014 ). In the case of the mothers, the parameter is one specific child. In the classroom, in contrast, teachers have more structured situations to assess children and the teachers’ references include comparing the behavior of a set of children with similar demographic parameters. In this sense, when the assessments of mothers and teachers were combined, we accessed a larger set of information concerning the behavior of children, focusing on aspects of contextual comparisons and individual and collective parameters, as proposed by Miller et al. ( 2014 ) and De Los Reyes et al. ( 2015 ).

The literature has recognized the relevance of assessments performed by teachers; however, few studies address behavioral difficulties of children using multiple informants and combined data as a strategy to identify the presence of problems in more than one context of life. The predominance of the mother as the only informant may compromise the results of assessments, especially when a mother presents a psychopathological disorder (Leis et al., 2014 ), such as depression. Such a disorder may influence the individual’s perception of child behavior, and avoiding this influence justifies the use of distinct and combined sources of information. Therefore, we note that one of the contributions of this study, in addition to including multiple informants, is the combined analysis of children’s behavioral outcomes, which enabled verifying problems in two contexts, family and school, to estimate how many children face these sorts of difficulties, information that is relevant for practices in the mental health field.

Another aspect to be analyzed involves social vulnerability, which was assessed considering different social and economic factors, among which are low maternal educational level and income. These are relevant social determinants associated with the presence of behavioral problems among children, according to the assessments by mothers and/or children, indicating aspects to be considered when planning preventive practices. Note that these findings are consistent with those reported by Correia et al. ( 2014 ), who identified association between child behavioral problems and low socioeconomic status and low maternal educational level, indicating a potential profile of cumulative vulnerability favoring behavioral problems among children. Families with low socioeconomic status generally have high rates of divorce, unemployment, and a larger number of members, while parents with a high socioeconomic level have a higher educational level and invest more in their children’s education (Carneiro, Meghir, & Parey, 2013 ; Piccolo et al., 2012 ).

The associations between mental health conditions and vulnerability indicators have been widely recognized by the World Health Organization (WHO, 2017a , 2017b ), which highlights low schooling, lower income, worse material and economic conditions, and less social support, as possible determinants that negatively influence health mental health of adults and children, favoring the accumulation of vulnerability and risk conditions. This developmental scenario focuses on the relevance of the present study, which encompasses diverse and competing contextual variables that influence children’s developmental outcomes in the perception of different informants.

The presence of current depressive symptoms among the mothers was associated with behavioral problems among the children, as indicated by the mothers and/or teachers, characterizing problems in two contexts, family and school. Such an association was also verified by Leis et al. ( 2014 ) and Conners-Burrow et al. ( 2016 ), who noted an increase in behavioral problems among children who had early experience with maternal depression. In this sense, when we considered the behavior of children from the perspectives of mothers and teachers together, we verified that, regardless of the informant, children living with maternal depression more frequently experienced behavioral problems, including in the school context, characterizing the need for specific mental health practices directed to this group, which was identified as the most vulnerable.

The presence of chronic adversities was also verified to identify variables with a potential negative impact on school-aged children. This study reveals that children facing behavioral difficulties, according to the combined assessments of mothers and teachers, lived in family environments that presented more chronic adversities, indicating cumulative and recurrent adversity in these children’s contexts of life. These findings corroborate the study conducted by Hildebrand et al. ( 2015 ), who identified an association of two or more risk factors for more than half of the sample under study.

The identification of differences among groups, especially for children facing problems in the family and school contexts (G1) in regard to social vulnerability, current maternal depression, and chronic adversity, characterizes a group that requires greater attention, as it is exposed to multiple risks. This information highlights the relevance of investigating the presence of cumulative risk in the family context to understand developmental outcomes among children (Evans et al., 2013 ; Goodman et al., 2011 ).

In regard to the identification of the predictive effect of cumulative risk variables and vulnerability, as potential predictors of behavioral problems among children, only maternal depression appears as an explanatory variable for the presence of behavioral problems among children in the context of multiple adverse conditions. These findings are in agreement with Bagner et al. ( 2010 ), who stress that living with maternal depression increases a child’s likelihood of presenting externalizing and internalizing behavioral problems up to the age of 12 years old. Therefore, maternal depression was the only adverse condition with the power to predict the behavioral problem outcome, confirming the relevance of considering such a variable when addressing child behavior, especially considering the high prevalence of depression among women of childbearing age (World Health Organization [WHO], 2017a , 2017b ).

As the positive aspects of this study, we highlight the presence of multiple informants, the methodological care adopted in the systematic assessment of the participants, and the use of validated instruments, in addition to the inclusion of diverse variables to identify, in the same sample, vulnerability indicators that potentially impact the behavior of school children. It is highlighted as the main strength of the study the inclusion of children in the groups considering the presence or absence of behavioral problems in the two main development contexts for the school period, namely, family and school, thus highlighting relevant variables associated with vulnerability and to developmental resources in both contexts, which may favor preventive care and target groups with potential risks.

This study’s limitations include the sample size, lack of a homogeneous distribution between groups in regard to the sex of children, and the identification of depressive symptoms using a screening instrument, which limit the generalization of results. Further studies adopting longitudinal designs, considering the influence of contextual risks over the course of a child’s development, including other sources of information, in addition to the reports of mothers, are needed, as well as observational measures. The relevance of inclusion in new studies of parents’/stepfathers’ evaluations, as well as studies that address the characteristics of the various family configurations in which children are inserted as conditions that can influence the behavior of the school-aged children, is also highlighted. Another relevant point to be considered in new studies is the inclusion of variables that may function as protective factors, which in a cumulative way to vulnerability and risk conditions may favor a more complete and complex analysis of the mechanisms that favor or hinder children’s behavioral problems.

Conclusions

In this study, low maternal educational level, low family income, the presence of more chronic adversity, and living with current maternal depression are factors associated with the outcome of behavioral problems among children in both family and school contexts, showing the importance of including such factors in assessment protocols intended to address the mental health of school-aged children. Note, however, that among these indicators, current maternal depression emerged as the most relevant variable in comparison to the remaining adversities analyzed here. Therefore, this condition requires specific care when implementing mental health actions.

Finally, these results can contribute to and have implications for the planning of mental health programs, confirming the relevance of identifying maternal depressive symptoms and multiple adversities, including social vulnerability indicators as conditions or events that demand attention.

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Martineli, A.K.B., Pizeta, F.A. & Loureiro, S.R. Behavioral problems of school children: impact of social vulnerability, chronic adversity, and maternal depression. Psicol. Refl. Crít. 31 , 11 (2018). https://doi.org/10.1186/s41155-018-0089-9

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The Social Problems and Academic Performance of Students in Selected Secondary Schools

Abstract of The Social Problems and Academic Performance of Students in Selected Secondary Schools

The study basically examined the relationship between social problems in schools and academic performance of students in selected secondary schools in Mushin Local Government Area of Lagos State. Seven research objectives leading to seven research questions and hypotheses were stated to guide the study. A total number of 250 teachers were carefully selected from the entire population through the method of stratified and simple random strategy. The research design was descriptive survey in nature where questionnaire was developed to gather the data used for the study. The Pearson Correlation Statistics was employed to test the null hypotheses stated for the study using 0.05 Levels of Significance in order to accept or reject them. Findings of the study showed a significant relationship between age and promotion of maladaptive behavior that lead to poor academic performance; there is a significant relationship between school entry age and academic performance; Equally, results also showed significant relationship exists between cult activities and academic performance; significant relationship between examination malpractice and academic performance. Other findings of the study showed a significant relationship exists between deviancy/delinquency and academic performance of students; significant relationship exists between truancy to school and academic performance of students, Recommendations were made following the outcomes of the research findings. They include. need for counseling services in Secondary Schools in Mushin Local Government Area of Lagos State; Children should be exposed to reading and writing at very early age; Government should place indefinite ban all form of associations in secondary schools that are not promoting students’ knowledge, skill and attitude; Government should also continue in the fight against corruption in all its ramifications and punish offenders to show deterrent to others; It was also recommended thatmaladjusted students in secondary schools in Mushin Local Government Area should be given psycho- socio therapy. Also, parents should ensure that their children get to school early every day, and that the present curriculum on religion and national values should be properly implemented

Chapter One of The Social Problems and Academic Performance of Students in Selected Secondary Schools

INTRODUCTION

Background to the study

Social problems are issues happenings which are frequently occurring in the society in recent times. They are the issues that affect everybody in the society. The issues are of great concern to both the young and adults. They are not personal or individualized issues but general issues and as such require general solution. Some of the social issues that pervade the length and breadth of our country such as corruption, social inequality, ethnicity, limited resources, poverty, criminality, and other socio-economic crises have manifested in different dimensions in secondary school levels of our education system and appear to be taking alarming proportions. It is important to consider the effect social problems have on students’ academic performance. Although several socio-economic and psychological variables like hard work and discipline, family income, parent’s education, ability, interest and aptitude have been identified to impact on academic performance, often lost in this inquiry, however, is consideration of adolescent biological age, school entry age, cult activities, examination malpractice, truancy/ deviancy and late-coming to school which are some of the social issues happening in secondary school students. The relative lack of attention to these prevalent social problems in secondary schools is unfortunate given the academic and behavioural performance problems noticeable in our country.

First, adolescents’ age has been identified as identity crises. They are faced with so many questions about life ‘what’,’ how’, ‘where’ and ‘when’. They are anxious to get quick result; a situation that exposes them to different dangers. Our mass media are filled with different reports of social evils perpetrated by adolescent students in schools. Equally, school entry age may be a cause or benefit to child’s education. In this way, parents’ socio-economic development dictates the time a child will be exposed to learning in school. Research findings on the relationship between school entry age and academic performance are in mix. There is a need to strike a balance between these mixed results.

Second, cult activities among secondary school students were a thing unheard of in recent past. Today cultism has taken a center stage in the secondary schools. When cults strike, chances are that there is some disruption in the stability of the academic calendars (Olusakin, 2004). Students who are not serious with their academic work, whose bulk are found (if not all) in the secret cults, usually precipitate confusion capable of leading the closure of schools. The cultist disturbs the peace of the academic environment through their violent activities. The violent activities that happened at secondary schools in Port-Harcourt, Rivers State and Adamawa State in 2012 were reported in the daily Newspapers (Nation Newspaper, 2012; the Nigerian Tribune, 2012). This situation may lead to closure of schools thereby keeping students home for very long time which may affect their education. Some of the cultist when caught may face suspension or outright dismissal from schools. Whatever may be the case, cultism among students in secondary schools is necessary evil that affect students’ outcomes in schools since those who engage in it pay less attention to reading and studying in schools.

Third, students get involved in examination malpractice because of their desire to get best scores without the corresponding efforts in preparation. Corruption in private and public places and the twin sister, Nigeria orientations on certificate have not helped matter. Every high school student knows that examination malpractice is evil and corrupt, but many of them still get involved. Today, the situation is so bad that some parents, teachers, proprietors / proprietresses, and examination officials, who should champion the campaign against examination malpractice, are also aiding it. In any case, students are less likely to adhere to formal examination regulations where they perceive that rewards are based on personal rather than professional criteria, where they perceive widespread corruption in national and local government than in societies where high levels of integrity are perceived to prevail (Okolie, 2004).

Third, it is not uncommon to see students reacting aggressively when teachers try to control them when they make noise and distract other students in class. In similar vein, rape or sexual promiscuity, arson and wanton destructions of buildings and properties and copying of foreign ways of life seem to be the way of lives of many adolescent students. It should be borne in mind that when students set buildings ablaze and destroy properties, the resultant effect is the closing of the school. Hence, deviant and delinquent activities among secondary school students are social issues prevalent in school that have become so rampant. This affects students’ learning and invariably the academic performance.

Four, the situation in our secondary schools regarding the issue of absenteeism and truancy is pathetic. Absenteeism and truancy are presently major problems facing our schools, and the damaging effects to students’ academic performances have largely been overlooked.

However, academic performance in the context of this study is students’ ability to do well, fairly or poorly in an examination. The evaluation for determining students’ academic performance is carried out through various forms of standardized tests and examination. It is worthy of mention that academic performance, including academic failure is often viewed in narrow terms, as an individual behavior limited to the early life course.  In essence, academic performance has implications that play out across life stages and on multiple levels. It is pointed out that academic struggles predict individual’s short-term problem behavior and dropout, and can derail educational and occupational trajectories of well into adulthood. It can also create disorder and undermine the general mission of schools, and more so, widespread academic failure has influence on rates of fertility, mortality, marriage, and unemployment through its relation to educational attainment and the development of human capital (Egenti, 2005). Thus, what appears merely to be an aspect of the adolescent experience actually has far-reaching consequences across a variety of social phenomena. This further justifies the need to examine how social problems among students are related to their academic performance in secondary schools.

Furthermore, despite the law put against examination malpractices and the teaching of Civic Education, Social Studies and Christian Religion / Islamic Religion at the junior and senior secondary schools in Nigeria in order to promote good values among students, yet social issues in secondary schools still persist. There is therefore, the need to continue making inquiry on these problem areas among secondary school students to stem the tide of circumstances.

Most undeniably, the present Nigeria generation has been generation of youth restiveness and moral decadence, corruption, arson and looting, kidnapping, and terrorism among others are on the rise in deteriorated neighborhoods and large cities like Lagos. Student participation in such activities is on a steady rise and poses a serious threat to achieving our education objectives.

Undeniably, academic and maladaptive behavior performance of students in the secondary schools deserves a study of this nature. The impetus towards a research in this direction is further reinforced by the trend in poor performance of the secondary school students in their West African School Certificate Examinations, and students’ emotional life. It therefore becomes a major part of the educator’s responsibilities to be able to identify sources of emotional stress in students to appropriate areas of professional and adult guidance in school.  It is against this background information that this research seeks to examine the relationship between social issues in school and students’ academic performance in Mushin Local Government Area of Lagos State.

Theoretical Framework of the Research

The theoretical background for this study stems from four theories. These theories are:

i.          The Social Control by Hirschi (1978)

ii.         Labeling and conflict theories by Howard Becker (1963) and Karl Marx (1867)

iii.        Functional and interactionism theories by Daphend of (1959), and

iv.        Social cognitive theory by Albert Bandura (1977 – 1986)

Social control theory by Hirschi (1978)

The theory asserts that ties to family, school and other aspects of society serve to diminish one’s propensity for deviant behaviour. As such, social control theory posits that crime occurs when such bonds are weakened or are not well established. Control theorists argue that without such bonds, crime is an inevitable outcome. Unlike other theories that seek to explain why people engage in deviant behaviour, control theories take the opposite approach, questioning why people refrain from offending. As a result, criminality is seen as a possibility for all individuals within society, avoided only by those who seek to maintain familial and social bonds.  Hirschi, believes that these bonds are based on attachment to those both within and outside of the family, including friends, teachers, and co-workers; commitment to activities in which an individual has invested time and energy, such as educational or career goals; involvement in activities that serve to both further bond an individual to others and leave limited time to become involved in deviant activities; and finally, belief in wider social values. These four aspects of social control are thought to interact to insulate an individual from criminal involvement (Siegel and McCormick, 2006). Researchers have closely examined bonds, schools, community and religion to determine the strength of social control theory as it specifically relates to young people.  It is proposed that for young people, a key aspect of social control is found within the family, particularly through interactions with and feelings towards parents. Of the studies that have examined the impact of social control on delinquency, a large proportion has found a negative relationship between parental attachment and delinquency. As such, it has been found that the greater the attachment to parents, the lower the likelihood of involvement in delinquent behaviour. Empirical evidence supports the notion that parenting practices and parental support can impact violent offending by youth. In conjunction with parental attachment, adolescent attachment to school is seen by Hirschi’s social control theory as a fundamental means of establishing social control. A significant number of studies pertaining to social control theory include measures of the role of school attachment and school support in the lives of young people. It is to be noted, however, that strong attachment to school was associated with less violent offending. The role of the community and neighborhood as agents of social control has also been assessed in the social control literature. In light of the fore-going, this theory is relevant in explaining the relationship between social issues happening in secondary schools in Mushin Local Government Area of Lagos State and students’ academic performance.

Labeling and Conflict theory by Howard Becker (1963) and Karl Marx (1867)

This is another theory that strengthens the research investigation. As propounded by Howard Becker (1963), this theorist viewed deviance as the creation of social groups and not the quality of some act or behavior. He believed that social groups create deviance by making rules whose infraction creates deviance, and by applying those roles to particular people and labeling them as outsiders. From this point of view, deviance is not a quality of the act the person commits, but rather a consequence of the application of rules and sanctions to an’ offender’. The deviant is one to whom the label has been successfully attached.

The conflict theorists reject the idea that social problems can be solved by reforming major contradictions in the way society is organized; contradiction that lead to large-scale conflict between those who have access to the “good life” and those who do not.. In “The communist Manifesto” and “capital” and other works, Marx attempted to prove that social problems like unemployment, poverty, crime, corruption, conflict and violence, and so forth, are not usually the fault of individuals or of poorly functioning organizations. An evitable outcome of capitalism is class conflict, especially conflict between those who own the means of production and those who sell their labour for wages. Conflict is a fact of life in modern industrial societies.

Functionalist and Interactionism Theories by Dahpendorf (1959) and Thomas (1923)

The functionalist theory looks at the way social institutions like the family, education, economy, polity, religion and their sub-systems function. Functionalist sociologist do not focus on the behaviour and problems of individuals, instead they see social problems as arising out of the failure of institutions of society, like the family, education, economy, polity, and religion to adapt to changing social conditions. Every part or institution of society is seen as having a function in the sense that it contributes to the smooth running of the society. Hence, when one part of the society is out of the line with the others, there is pressure for its reintegration with the other related parts. In this way, stability in society, by and large, prevails. It is not only stability based on functional necessity but stability based on consensus of values. Individuals in society, according to this theory, share the same basic values and are thus agreed on the way they behave towards each other as individuals or as members of groups.

The functionalist theory of deviance-disorganization can be fruitfully used in the study of such current problematic condition in Nigeria as, examination malpractice, cultism, deviant and delinquent activities among students in secondary school that affect academic performance as well as society’s criminality, violence, as well as, poverty, unemployment, population problem, problem families, environmental degradation and pollution, and homelessness, and insecurity.

Interactionism theory offers an explanation which gets us closer to the individual level of behaviour. Research based on this perspective looks at the processes whereby different people become part of a situation that the larger society defines as a social problem. The interactionism approach focuses on the ways in which people actually take on the values of the group of which they are members. It also explore how different groups define their situation and in so doing “construct” a version of life that promote certain values and behaviours and discourages others. From the interactionism perspective, an individual or a group’s definition of the situation is central to understanding the action of that individual or group: “situation people define as real are real in their consequences (Thomas, 1923). Above all, labeling theory as discussed earlier is a major application of the interactionism perspective that offers an explanation for certain kinds of social problems. The interactionism perspective of the “definition of the situation”, peer group interactions and labeling can be related or applied to the understanding of some current problems in Nigeria , which include: crime and delinquency, violence, human trafficking, prostitution, drug abuse , child abuse, prejudice and discrimination, corruption, and insecurity that affect student’s academic performance..

Social cognitive theory by Albert Bandura (1977-1986)

Social cognitive theory rests on several basic assumptions about learning and behaviour. One assumption concern triadic reciprocality or the view that personal behavioural and environmental factors influence one another, a bidirectional and reciprocal fashioning is a product of a continuous interaction between cognitive behavioural and contextual factors. For instance, classroom learning is shaped by factors within academic environment experienced by oneself and by another. At the time learning is affected by student’s own thoughts and self belief and their interpretation of the classroom context.

A closely related assumption within social cognitive theory is that people have an agency or ability to influence their own behaviour and the environment in a purposeful, good-directed fashion (Bandura, 2001). This belief conflicts with earlier form of behaviourism that advocated a more rigorous form of environment determinism. Social cognitive theory does not deny the importance of the environment in determining behaviour, but it does argue that people can also, through forethought self-reflection and self-regulatory processes, exert substantial influence over their own outcomes and the environment more broadly.

A third assumption within social cognitive theory is that learning can occur without an immediate change in behaviour or more broadly that learning the demonstration of what has been learned and distinct processes. One reason for this separation is that social cognitive theory also assumes that learning involves not just the acquisition of new behaviour, but also that of knowledge and cognitive skills, concepts, abstract rules, values and other cognitive constructs. This division of learning and behaviour is a shift from the position advocated by behavioural theories that students can learn but not demonstrate the learning until motivated to do so.

This theory emphasizes cognitive compression as the cornerstone of adolescent behaviour. The adolescents here acquires the mental activity to deal with the world around him, with this developed mental capacity, he perceives and examines his environment, form ideas and make inferences. The basic explanation of deviant behaviour or delinquency is on mentality. Jean Piaget brought about the stage concept of cognitive development, when people go through series of moral stages beginning early in childhood and continuing through the adult years. Each stage of development assumes a relatively a variant order in the course of development. Also each stage is marked by a different view of right and wrong.

Statement of the Problem

The problem that necessitated this research is students’ indiscipline which could be seen in their poor academic and behaviour performance in various secondary schools in Mushin Local Government Area of Lagos State.

The rate of late coming to schools and absents from schools among students is very disturbing which appear to make students to miss some topics taught in schools. The end result may be too devastating to the students and parents.

Most students nowadays are too stubborn and don’t seem to take corrections. Rather than reading and studying hard for their school works, they students tend to distract while teaching is going on in classroom, fight and act in a manner calculated to disrupt the teaching and learning process. All these down facing attitudes among students are threat to achieving better students’ outcomes in schools.

Today’s students see shortcut as a means of passing examination. Every year, several students’ results are cancelled and withheld in some examination centers where cases of examination malpractice are reported. This causes gear deal of damage to the students, parents schools and government in terms of repeating the examinations, paying the school and examination fees all over again. The destructive effect this may have on our country’s image is such that this menace should be fought at all vehemence.

More problems arise from students’ cult activities, deviancy / delinquency which make students to resort to violent means in achieving their academic ends.  Every now and then, we experience disruption of academic activities because of students’ cult activities, and other violent crises happening in our secondary schools. At times, human lives are lost and school properties destroyed. This leads to closing of schools for months and when schools eventually re-open, students may likely forget what they have learnt. It may also cause high school dropouts among students who can’t cope with academic learning. This is a great threat to our country’s education system in training the right personnel that will occupy in various sectors of our economy and provide solution to socio-economic development of our country.

In an attempt to find lasting solutions to myriads of social problems in the country, government has tailored the curriculum of our compulsory education with a view to solving some of the problems and also towards achieving the objectives of the Millennium Development Goals (MGDs) policy initiatives. One of the major outcomes of the committee was the integration of social studies, civic education, Christian and Islamic religion and security education into Religion and National Values. The innovation carried out was both national and pedagogical in nature.

It is not certain whether efforts taken by government to curbing these behaviours have yielded any fruits in the past. Student participation in anti-social behaviors is on a steady rise. At same time, the alarming effect of this behavior constitutes a major challenge to teachers, parents, guardians, and the government, the stake-holders in the educational sector and even among the well- meaning Nigerians at large.

In the light of the overall challenges of social problems in schools, this study sets out to examine the relationship between social problems and academic performance of students in secondary school in Mushin Local Government Area of Lagos State.

Purpose of the Study

The purpose of the study is to examine the relationship between social problems happening in schools and academic. Specifically, the study is aimed at finding

1.         The relationship between age and students’ moral behavior in relation with academic performance.

2.         The relationship between school entry age and academic performance.

3.         The relationship between cult activities and academic performance.

4.         The relationship between examination malpractice and academic performance.

5.         The relationship between truancy and academic performance.

6.         The relationship between deviancy/delinquency and academic performance.

The Research Questions

The following research questions will guide the proposed study:

1.         What is the relationship between age and students’ moral behavior in relation with academic performance?

2.         How does school entry age have relationship with academic performance?

3.         Is there a relationship between cult activities and academic performance?

4.         How is examination malpractice related with academic performance?

5.         What relationship exists between truancy and academic performance?

6.         Is there relationship between school deviancy delinquency and academic performance?

7.         Is there relationship between social problems and academic performance of students?

The Research Hypotheses

The following null hypotheses will guide the proposed study.

1.         There is no significant relationship between age and students’ moral behiour in relation with academic performance.

2.         There is no significant relationship between school entry  age and academic performance.

3.         There is no significant relationship between cult activities and academic performance.

4.         There is no significant relationship between examination malpractice and academic performance.

5.         There is no significant relationship between truancy and academic performance.

6.         There is no significant relationship between deviancy/delinquency and academic performance.

Significance of the Study

This research study has implication for addressing social problems in our society and specifically the problem of anti-social behavior associated with urban secondary school students the Lagos metropolis. In view of the prevailing undesirable behaviours in youths, this study will expose the students to the harmful effects of deviance on academic performance and thus serve as a cautionary measure for students.  It will enlighten teachers and school managers or administrators on the behavior pattern of students thereby helping them to use education to adjust the maladjusted students in their anti-social behaviours. This research study will equally educate parents on the associated risk behaviours of adolescents which their children sometimes involved themselves that contribute to their poor performance in school work. This will help inculcate in the students the behavior pattern that the society expected of her citizen, more so, now that the present democratic dispensation is bent on eradication of all corrupt practices. It will also contribute to the existing literature on social problem of among secondary school students and academic performance in the Lagos Metropolis.

Scope of the Study

The scope of the study is limited to the entire secondary school student in Mushin Local Government Area of Lagos State.

Limitation of the Study

The study examined social problems happening in secondary schools with particular emphasis on age, school entry age, cult activities, examination malpractice, truancy, deviancy/ delinquency and how the relate with academic performance of students in secondary schools. Also, obtaining materials used for the study poised some constraints.

Operational Definitions of Terms   

Academic performance: This is the behavior of a student that can be directly observed by evaluating what he/she has learnt during a course of study. This behavior can be measured through class work, homework, class participation and tests.

Absenteeism:  Absenteeism is regular persistent absence from work or school.

Deviance:  This refers to possibility of an individual or group deviating from an established norm. Any behavior which does not conform to the rules, regulations, norms, and values of a given time is viewed as deviance.

Delinquency: this is the behavior pattern that breaks certain rules or laws enacted by constituted authority.

Social problem: A social problem exists when a significant number of people in a society believe that a certain condition is in fact a problem

Examination Malpractice:  a deliberate act of wrong doing contrary to official examination rules and is designed to place a candidate at unfair advantages and disadvantages.

Cultism:  a cult is a pattern of a devotional worship of a deity. It is a deviation from the orthodox norms of public worshiping

Truancy:  staying away from school without any good reason. It means an act of or practice of deliberately staying away from school without any acceptance reason, whether or not the parents or guardians know and approve of it (Fugleman and Richardson, 2001).

How to pack a back-to-school sandwich so it doesn't get soggy, video tutorial

Back-to-school season has arrived, and that also means the return of school lunches. Some kids indulge in a school-made lunch, while others opt for a homemade one.

For many kids, sandwiches are a staple in lunchboxes across the country. However, depending on what you put on the sandwich, it can be soggy by the time the lunch bell rings. And let’s face it, who wants a soggy sandwich? Here are some simple steps to take when prepping a sandwich to ensure it’s firm and delicious at lunchtime. 

Watch this video to see how to make and pack a sandwich so it won't get soggy.  

How to keep a sandwich from getting soggy in a lunchbox

Two critical elements of a good sandwich are layers and flavors. Here are some tips for building a sandwich durable enough for a lunchbox: 

Every good sandwich starts with a good base of bread. Lightly toasting it will help it maintain its texture. 

• Condiments.

Skip adding the condiments to the bread. Instead, put them in small containers and add them to the sandwich when it’s time to eat. 

Use lettuce, greens or cheese between the bread and other toppings as a moisture barrier.

Put wet ingredients, like pickles and tomatoes, in the center of the sandwich.

If your child prefers a peanut butter and jelly sandwich, spread the peanut butter on both sides of the bread to prevent it from being soggy when lunchtime rolls around.

Pack the sandwich in a hard container to prevent it from getting smushed in the lunch box.

Alternatively, use wax paper instead of cling wrap. It’s washable and more sustainable, plus it comes in fun colors and patterns that can add an extra smile to your kid’s face at lunchtime.

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Packed lunch

Every good sandwich needs good sides to accompany it. 

Consider prepping and portioning these sides ahead of time to make packing lunches on a busy morning a breeze. Creating stations in your fridge and pantry allows your kids to easily grab the fruits, vegetables, yogurt and/or chips they want. They can then build their lunches themselves.

If apple slices are on the lunch menu, don’t forget to treat them with a saltwater solution to prevent them from browning.