Supplementary Materials: School Socioeconomic Status Context and Social Skills in Children
Strengths and Difficulties Questionnare Items
All items ask teachers or parents to consider whether this child’s behaviour over the past 6 months is true or not true of the following statements:
| Prosociality | Conduct Problems | Peer Problems |
|---|---|---|
| Considerate of other people’s feelings | Often has temper tantrums or hot tempers | Rather solitary, tends to play alone |
| Shares readily with other children (treats, toys, pencils, etc) | Generally obedient, usually does what adults request | Has at least one good friend |
| Helpful if someone is hurt, upset or feeling ill | Often fights with other children or bullies them | Generally liked by other children |
| Kind to younger children | Often argumentative with adults | Picked on or bullied by other children |
| Often volunteers to help others (parents, teachers, other children) | Can be spiteful to others | Gets on better with adults than with other children |
Descriptives
| Characteristic | N = 9,369 | Histogram |
|---|---|---|
| Prior Social (Parent) | ||
| Median (IQR) | 8.00 (6.00, 9.00) | |
| Range | 0.00, 10.00 | |
| Prior Peer (Parent) | ||
| Median (IQR) | 1.00 (0.00, 2.00) | |
| Range | 0.00, 10.00 | |
| Prior Conduct (Parent) | ||
| Median (IQR) | 2.00 (1.00, 3.00) | |
| Range | 0.00, 10.00 | |
| Prior Social (Teacher) | ||
| Median (IQR) | 7.00 (5.00, 9.00) | |
| Range | 0.00, 10.00 | |
| Prior Peer (Teacher) | ||
| Median (IQR) | 1.00 (0.00, 2.00) | |
| Range | 0.00, 10.00 | |
| Prior Conduct (Teacher) | ||
| Median (IQR) | 0.00 (0.00, 1.00) | |
| Range | 0.00, 10.00 | |
| Parent Reported Social | ||
| Median (IQR) | 9.00 (7.00, 10.00) | |
| Range | 0.00, 10.00 | |
| Parent Reported Peer | ||
| Median (IQR) | 1.00 (0.00, 2.00) | |
| Range | 0.00, 10.00 | |
| Parent Reported Conduct | ||
| Median (IQR) | 1.00 (0.00, 2.00) | |
| Range | 0.00, 10.00 | |
| Teacher Reported Social | ||
| Median (IQR) | 8.00 (6.00, 10.00) | |
| Range | 0.00, 10.00 | |
| Teacher Reported Peer | ||
| Median (IQR) | 1.00 (0.00, 2.00) | |
| Range | 0.00, 10.00 | |
| Teacher Reported Conduct | ||
| Median (IQR) | 0.00 (0.00, 1.00) | |
| Range | 0.00, 10.00 | |
| SES | ||
| Median (IQR) | -0.08 (-0.64, 0.73) | |
| Range | -3.57, 3.00 | |
| School SES | ||
| Median (IQR) | -0.08 (-0.67, 0.70) | |
| Range | -5.64, 2.74 | |
| Cohort | ||
| B | 4,386 (47%) | |
| K | 4,983 (53%) | |
| Gender | ||
| boy | 4,787 (51%) | |
| girl | 4,582 (49%) | |
| Place | ||
| rural | 3,281 (35%) | |
| urban | 6,074 (65%) | |
| Verbal Ability (Age 4) | ||
| Median (IQR) | 0.05 (-0.62, 0.70) | |
| Range | -3.43, 3.22 | |
| School Sector | ||
| Government | 5,443 (67%) | |
| Non-Government | 2,735 (33%) |
Against Australian Norms
Norms taken from the SDQ website. We used norms separated by gender. Norms are for children aged 7-10 years old.
| Social Adjustment | Source | Boy Sample Mean | Girl Sample Mean | Boy Norm Mean | Girl Norm Mean |
|---|---|---|---|---|---|
| Conduct Problems | Parent Report | 1.5 | 1.1 | 1.8 | 1.3 |
| Peer Problems | Parent Report | 1.6 | 1.3 | 1.8 | 1.5 |
| Prosociality | Parent Report | 8.0 | 8.7 | 8.0 | 8.7 |
| Conduct Problems | Teacher Report | 1.1 | 0.5 | 1.3 | 0.9 |
| Peer Problems | Teacher Report | 1.4 | 1.2 | 1.5 | 1.5 |
| Prosociality | Teacher Report | 7.0 | 8.4 | 7.3 | 8.4 |
Missing Data
Missing Data Overview
Missing Data Upset Plot
An upset plot aims to show patterns in the data. The side barchat on the left shows the number of participants who have missing data for that variable. The top barchart shows the number of people with a given pattern of missing data. The dot plot shows the missing data pattern. For example a pattern with missing on achievement and ses will have a dot on those two variables linked with a black line. Because people who had missing on one social adjustment variable had missing on all social adjustment types, we have combined missing for age 4 prior, age 8 teacher, and age 8 parent social adjustment respectively.
Missing Data by Variable
These plots show the amount of missing data per variable across the quatiles (of continuous variables) of factor levels (of categorical variables).
Social Adjustment Categorization for the Sample
Peer and conduct problems scores of 3 or greater and prosocial scores of 7 or lower place children beyond the ‘close to average’ group and may thus be a potential concern. SDQ was designed so that approximately 10% of population of children meet the potential concern criteria.