Prevalence of Behavioral Problem among Preschoolers Aged 4-5 Years Children Using Strength and Difficulty Questionnaire

Abstract Introduction Behavioral problems in preschool children are commonly categorized as internalizing or exter-nalizing behaviors and are increasingly prevalent worldwide. Poor mental health during early childhood can adversely affect cognitive, social, and learning development, ultimately impacting quality of life. Early identification of behavioral problems before the age of 5–6 years is critical due to their long-term academic and social consequences. Objective: To determine the prevalence of behavioral problems among preschool children aged 4–5 years using the Strengths and Difficulties Questionnaire (SDQ). Materials and Methods: A cross-sectional study was conducted among 227 preschool children aged 4–5 years. Behavior-al problems were screened using the teacher-reported Strengths and Difficulties Questionnaire. Data were analyzed using SPSS version 21. Results: Overall, 28.9% of the children exhibited total difficulties. The prevalence of specific behavioral problems was highest for peer problems (20.7%), followed by emotional problems (10.1%), pro-social difficulties (10.1%), conduct problems (6.2%), and hyperactivity (0.4%). A significant association was observed between academic performance and the presence of behavioral problems. Conclusion: The prevalence of behavioral problems among preschool children was notably high. Early screening and intervention are essential to address behavioral issues and improve academic out-comes and overall quality of life.