The current study sought to investigate the agreement between teachers and parents about the mental health of first-grade students, the factors that affected this agreement and the associations between measures completed by students, parents and teachers. The investigation used baseline data collected during the PAX Good Behavior Game (PAX GBG) effectiveness study in 42 Estonian schools (N = 708). Information was collected about externalizing and internalizing difficulties and prosocial behaviour, and about inhibitory control. Our research showed higher agreement between parents and teachers about externalizing behaviour and lower agreement regarding prosocial behavior and emotional problems. Inhibition was correlated with teacher-rated questionnaires, but not with parents’ responses. Sociodemographic factors influenced the agreement between teachers and parents somewhat differently. This study highlights the importance of a multi-informant approach in students’ mental health assessments, as some problems might be less observable in certain environments or by some respondents. The practical implications of these findings are discussed and suggestions are provided for the development of a school-based mental health screening system.

当前的研究旨在调查教师和家长之间关于一年级学生心理健康的协议，影响该协议的因素以及学生，家长和老师所完成的措施之间的关联。该调查使用了在42所爱沙尼亚学校（N = 708）进行的PAX良好行为博弈（PAX GBG）有效性研究期间收集的基线数据。收集了有关外部化和内部化困难与亲社会行为以及抑制控制的信息。我们的研究表明，父母与教师之间关于外在行为的共识较高，而对亲社会行为和情绪问题的共识较低。抑制与教师评定的问卷相关，但与父母的反应无关。社会人口统计学因素对教师与父母之间的协议的影响有些不同。这项研究强调了在学生的心理健康评估中采用多信息方法的重要性，因为某些问题在某些环境中或某些受访者可能不太容易观察到。讨论了这些发现的实际意义，并为开发基于学校的心理健康筛查系统提供了建议。