Teachers’ Perspectives on Behavioral and Emotional Problems among School-going Adolescents in Kashmir: Examining the Risk Correlates of Behavioral and Emotional Problems

Abstract

ABSTRACT Background: Political violence in Kashmir was a common occurrence. The phenomenon had occurred often and repeatedly in an unmanageable fashion. It had consequential implications for each member of society including children and adolescents. Aim: The study aimed to analyze the teachers’ perspective on mental health problems of adolescents in Kashmir. In Kashmir’s precarious circumstances, school-going adolescents were exceptionally vulnerable to mental health issues. Addressing unrecognized mental health issues among school-going adolescents established an important rationale for corresponding further deterioration. Methods: The study used the standardized tools of the Rutter’s Children Behavior Questionnaire (RCBQ-B) and the Strengths and Difficulties Questionnaire (SDQ). Cluster sampling was employed in the study. About 45 schoolteachers rated the behaviors of 160 school-going adolescents of Kashmir from numerous schools. The data were statistically analyzed using descriptive and inferential statistics such as t-test and one-way analysis of variance and correlation. Results: We found that behavioral and emotional problems (BEPs) rose significantly, most notably indications of BEPs with risk factors. Across the socioeconomic status, age, adolescence type, and education, the results found an upward trend of 47% prevalence rate of mental health problems among adolescents with 45% as peer problems, 39% hyperactivity, 34% conduct, and 9% emotional problems. Conclusion: An increasing number of adolescents in prevailing situations in Kashmir suffered from mental health problems. The study findings reveal that there is a need to create effective mental health services and interventions for school-going adolescents in Kashmir.