Parent-teacher discrepancies in externalizing behavior predicting social skills development in middle childhood

Abstract

This longitudinal study examined parent-teacher agreement and discrepancies in externalizing behavior assessments and their association with children's social skill development. Using third-grade externalizing behavior reports, 927 students were categorized into four groups: both informants reporting clinical concerns, only teacher reporting clinical concerns, only parent reporting clinical concerns, and both reporting normative levels. A multi-group latent growth model analyzed social skill trajectories from third through sixth grade. Results indicated that 21% of students fell within discrepancy groups, where parents and teachers reported different levels of behavior severity. These groups included a higher proportion of students from non-White and low socioeconomic status backgrounds. Students in discrepancy groups showed more adaptive social skill trajectories than peers with clinical concerns reported by both informants but exhibited less favorable trajectories compared to those with normative behavior reports across contexts. Notably, students identified by teachers as demonstrating elevated externalizing behaviors showed significant linear growth in school-based social skills over time, suggesting a potential impact of teacher-initiated interventions. Findings highlight the importance of a multi-informant approach in accurately understanding and supporting students' social development, as parent and teacher perspectives provide complementary information about children's behavioral functioning across contexts.