BACKGROUND Symptoms of anxiety and depression are common mental health problems in children and are often referred to as internalizing symptoms. Youth with such symptoms are at greater risk for poor academic achievement, school non-completion, and future mental health problems, all of which, lead to public health consequences and costs to society. The aim of the current study was to investigate associations between young school children's internalizing symptoms and school functioning, as assessed separately by the teachers and the children. METHODS This study is a cross-sectional study including children (N = 750. 58% girls) from the ages of 8-12 years with elevated levels of self-reported symptoms of anxiety (MASC-C) and/or depression (SMFQ). Teachers reported the academic achievement, school adaptation (TRF) and internalizing symptoms (BPM-T) of the children. Associations were analyzed using linear regression analyses. RESULTS Both teacher-reported internalizing symptoms and children's self-reported depressive symptoms were associated with poor academic achievement and school adaptation, while self-reported symptoms of anxiety were not. Symptoms of depression as assessed by the children were associated with teacher-rated internalizing symptoms, while self-reported symptoms of anxiety were not. CONCLUSION We found negative associations between school functioning and internalizing symptoms, as assessed by both the teachers and the children. The dual findings strengthen the validity of these relationships. Thus, prevention of depressive and anxiety symptoms in children may lead to positive changes in school domains such as academic achievement and school adaptation. We also identified a negative association between teacher-rated internalizing symptoms and children's self-report of depressive symptoms, indicating that teachers may have difficulties recognizing children with these symptoms. TRIAL REGISTRATION Clinical Trials NCT02340637, Registered on June 12, 2014, Retrospectively registered.

中文翻译：

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年轻学童的学校运作和内部化问题。

背景技术焦虑症和抑郁症的症状是儿童常见的心理健康问题，通常被称为内在症状。患有此类症状的青年人，其学习成绩差，未完成学业以及未来的心理健康问题处于更大的风险之中，所有这些都会导致公共卫生后果和社会成本。本研究的目的是调查由老师和孩子分别评估的小学生的内在症状与学校功能之间的关联。方法该研究是一项横断面研究，纳入了8至12岁的儿童（自我报告的焦虑症状（MASC-C）和/或抑郁症（SMFQ））水平升高的儿童（N =750。58％的女孩） 。老师报告了学习成绩，儿童的学校适应（TRF）和内在症状（BPM-T）。关联使用线性回归分析进行了分析。结果教师报告的内在症状和儿童的自我报告的抑郁症状均与学习成绩差和学校适应能力有关，而自我报告的焦虑症状则与之无关。由儿童评估的抑郁症状与教师评定的内在症状相关，而自我报告的焦虑症状则不相关。结论根据教师和孩子们的评估，我们发现学校运作与内部症状之间存在负相关关系。双重发现加强了这些关系的有效性。因此，预防儿童的抑郁和焦虑症状可能会导致学校领域的积极变化，例如学业成绩和学校适应能力。我们还发现教师评价的内在症状与儿童的抑郁症状自我报告之间存在负相关关系，这表明教师可能难以识别具有这些症状的孩子。试验注册临床试验NCT02340637，于2014年6月12日注册，进行了追溯注册。