A SUBSTANTIAL BODY OF RESEARCHhas documented associations between problem behaviors and academic achievement. This topic has relevance from an educational perspective that views problem behaviors as serious impediments to optimal education. From a psychopathology perspective, low academic achievement represents a significant risk factor for poor behavioral outcomes. A systemic viewpoint posits that behavioral and academic problems exert reciprocal influences on one another, which, over time, can negatively affect the development of individuals and their environments. Regardless of perspective, a clear understanding of the relationship between problem behaviors and academic achievement will help generate appropriate assessment, prevention, and intervention strategies for at-risk or troubled youth.We are using the term academic underachievement to denote academic performance that is below normative age level rather than discrepant from one's general cognitive ability (as in the diagnosis of learning disabilities). A wide variety of problem behaviors have been linked to academic underachievement. For example, investigations have consistently revealed that aggression and other forms of antisocial behavior display inverse relationships with academic achievement (e.g., Williams & McGee, 1994).Additionally, the symptoms of attentiondeficit/hyperactivity disorder have shown a robust inverse relationship with achievement (Faraone et al., 1993). Problem behaviors associated with internalizing have also evidenced connections to academic underachievement, though less consistently. Anxiety and negativism have been identified as key personality traits associated with academic problems (Stevens & Numerous studies have documented relationships between a variety of problem behaviors and academic achievement measures. However, the results of these studies should be interpreted cautiously, given the considerable comorbidity of problem behaviors that often exists among school-age youth.This study addressed the relationships between 8 teacher-reported problem behavior syndromes (withdrawal, somatic complaints, anxiety/depression, social problems, thought problems, attention problems, delinquent behavior, aggressive behavior) and standardized measures of academic achievement (overall, reading, spelling, arithmetic, performance). The sample comprised 41 boys and 17 girls ages 11 to 19 years (M = 15.02, SD = 1.90) enrolled in an alternative school. Although withdrawn, somatic complaints, delinquent behavior, and aggressive behavior syndromes exhibited significant zero-order correlations with the academic achievement measures, each of these relationships was mediated by attention problems. A post hoc analysis suggested that the observed association between attention problems and academic achievement was primarily due to the inattention component of the syndrome rather than the hyperactivity-impulsivity component.The findings are discussed with reference to theoretical, research, and treatment implications.

Numerous studies have documented relationships between a variety of problem behaviors and academic achievement measures. However, the results of these studies should be interpreted cautiously, given the considerable comorbidity of problem behaviors that often exists among school-age youth.This study addressed the relationships between 8 teacher-reported problem behavior syndromes (withdrawal, somatic complaints, anxiety/depression, social problems, thought problems, attention problems, delinquent behavior, aggressive behavior) and standardized measures of academic achievement (overall, reading, spelling, arithmetic, performance). The sample comprised 41 boys and 17 girls ages 11 to 19 years (M = 15.02, SD = 1.90) enrolled in an alternative school. Although withdrawn, somatic complaints, delinquent behavior, and aggressive behavior syndromes exhibited significant zero-order correlations with the academic achievement measures, each of these relationships was mediated by attention problems. A post hoc analysis suggested that the observed association between attention problems and academic achievement was primarily due to the inattention component of the syndrome rather than the hyperactivity-impulsivity component.The findings are discussed with reference to theoretical, research, and treatment implications.