Learning Disabilities and Behavioral Problems among Primary School Students in Thailand: A Cross-Sectional Study

Abstract

Learning disabilities and behavioral problems constitute significant barriers to children's educational attainment and well-being. This study sought to identify at-risk indicators for learning difficulties and behavioral problems, their associated factors, and to examine the relationship between at-risk indicators for learning difficulties and behavioral problems among Thai primary school students. A three-stage random sampling method recruited 500 participants (grades 3-6) from Thai primary schools. Data collection employed the Behavioral Observation Screening Scale (BOSS) and the Strengths and Difficulties Questionnaire (SDQ). Statistical analyses included descriptive statistics, chi-square tests, and binary logistic regression. Results indicated that 20.6% of students showed at-risk indicators for learning difficulties, while 15.3% exhibited behavioral problems. A strong positive correlation was found between at-risk indicators for learning difficulties and behavioral problems, particularly hyperactivity/inattention (r = .467) and total behavior problems (r = .415). Binary logistic regression identified low academic performance and both parental and maternal education levels as significant predictors of at-risk indicators for learning difficulties. Furthermore, upper primary grade level, male gender, low paternal education, and at-risk status for learning difficulties emerged as predictors of behavioral problems. These findings underscore the relationship between at-risk indicators for learning difficulties and behavioral problems, highlighting the necessity for comprehensive, family-centered interventions to address both academic and behavioral problems.