Abstract:

The aim of the work was to determine the relationship between academic achievement, as expressed in students' final numerical grades, and the estimated financial status of students who are perceived by their classroom teachers to have behavioral difficulties both during and outside of class.

In 125 elementary schools across Croatia, classroom teachers assessed their students for whom they suspected or perceived behavioral difficulties in class or outside of class (vacations, extracurricular activities, field trips, etc.). An average of 1 to 3 students per class (N=1345) were estimated, of whom 4/5 were boys. Academic achievement was recorded by final grades, and classroom teachers also rated students' financial status on an ordinal scale with three levels (below average, average, and above average).

Parents of very good and excellent students with behavioral difficulties have better financial status, while parents of students with behavioral difficulties who have inadequate, adequate, and good final grades have worse financial status.

The contribution of the research findings lies in a better understanding of students with behavioral difficulties in preventing further adverse psychosocial development and school failure.

Keywords:

Behavioral difficulties, school failure, prevention, the financial status of parents.