Aside from the family, the school environment is perhaps the most important context in which the developmental process takes place. Early intervention in primary schools is essential to help children learn to cope with emotional problems and make nonviolent choices. Thus it is important to predict schools' potential needs for such interventions. This report is based on a national survey of 11,283 fifth-graders in 2,390 schools from the Early Childhood Longitudinal Study-Kindergarten in 2003-2004. The report describes associations between teacher-reported externalizing and internalizing behavior problems of children and key school sociodemographic features.
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