Academic Achievement, Behavioral and Emotional Problem among Marginalised Children

Background: Socio-economic status of a family is a key factor in parenting and nurturing as well as schooling and education of children. Due to socio- economic disadvantage, they suffer from inferiority and marginalisation from the mainstream of this society. These marginalised populations become incompetence and have difficulty in coping with the educational system, resulted in lower academic achievement and further higher level of behavioral problems and emotional problems. Aim: To compare academic achievement, behavioural and emotional problem in marginalised children living at the hostel and living with parents. Sample: The sample size consisted of sixty children, aged between 8-13 years, studying in class 3rd to 5th, out of which thirty were living in the hostel and another thirty were living with parents. Methods: The children were examined for behavioural and emotional problems by using DPCL, and progress report used for academic achievement. Results: The statistical findings showed that the children living with parents had the lesser severity of emotional problems than children living at the hostel, but both had no significantly differ in terms of behavioural problems and academic achievements. The children with less behavioural and emotional problems found better in academic achievement than the children having more behavioural and emotional problems.