Parent-Educator Agreement on Emotional and Behavioral Problems in Greek Preschoolers: A Multi-Informant Study Using the CBCL/1½-5 and the C-TRF

Abstract

Background

Early childhood mental health problems have significant developmental implications, yet prevalence data for Greek preschoolers remains limited. Parent-educator agreement in very young children is understudied despite the importance of multi-informant assessment. This study examined emotional and behavioral problems in Greek preschool children, using parent and educator reports.

Methods

Community sample of 216 children (mean age 34 months) attending municipal nurseries in Thessaloniki, Greece. Parents completed the CBCL/1½-5 and educators the C-TRF. For 158 children, both informants provided ratings. Sample-derived cut-offs determined prevalence. Parent-educator agreement was examined using correlations and mixed-design ANCOVAs.

Results

Using sample-derived cut-offs, 12–13% of preschoolers required mental health attention, with consistent prevalence across informants for Total Problems (13.1% vs 12.8%), Internalizing (12.1% vs 12.8%) and Externalizing Problems (12.1% vs 12.8%). Parents rated children significantly higher than educators on Total Problems, Externalizing behaviors, Aggressive behavior, and Somatic complaints, even after controlling for age and gender. Correlations were moderate but significant (r = .17–.55), with highest agreement on Internalizing Problems (r = .549).

Conclusions

Findings establish baseline prevalence data for Greek preschoolers and demonstrate systematic contextual differences in behavioral observation, supporting multi-informant approaches and highlighting the need for standardized early identification protocols and integrated care pathways in Greece.

Plain Language Summary

Why was this study done? Mental health problems that start in early childhood can affect how children develop and learn throughout their lives. However, there is limited information about how common these problems are among young children in Greece, and whether parents and teachers identify the same concerns. This study aimed to establish how many young children attending Greek nurseries show signs of emotional or behavioral problems, using both parent and teacher questionnaires. What did the researchers do? The researchers studied 216 children aged between 6 months and 6 years (although 95% were under 4 years of age) who attended municipal nurseries in Thessaloniki, Greece. Parents filled out standardized questionnaires about their child's behavior at home, while teachers completed similar questionnaires about the same children at nursery. For 158 children (73%), both parents and teachers provided questionnaire ratings. What did the researchers find? Around 1 in 8 children (12-13%) showed signs of emotional or behavioral problems that may need professional attention. This rate was similar whether reported by parents or teachers. However, parents generally rated their children as showing more problems than teachers did, particularly for behaviors like aggression and physical complaints. Parents and teachers agreed most when identifying children with emotional problems such as anxiety or sadness. Teachers with more experience tended to report fewer problems overall. What do the findings mean? This study provides comprehensive, standardized prevalence data on the mental health needs of young children attending Greek nurseries. The findings show that parents and teachers observe children's behavior differently, which means professionals should gather information from both when assessing a child. The results underscore the need for better connections between nurseries and healthcare services, so that children who need support can be identified and helped early.