Externalizing behaviors frequently develop in adverse environments. The aim of this study was to document this association in children presenting academic underachievement. Participants were both boys and girls, aged seven to 11 years, referred for psychological treatment by virtue of school underachievement. From a universe of 141 children, two groups were constituted on the basis of scores in the Child Behavior Scale: G1 (children without behavior problems, n= 30) and G2 (children with behavior problems, n= 37). Mothers were interviewed to obtain data about environment resources and adversities. Results indicated that children from G2 live at homes with fewer resources and more adversities, presentig problems in interpersonal relationships, poor parent supervision, monitoring and supporting, lower parent involvement with child development, punitive practices and aggressive adult models. The school difficulties raise the child's vulnerability to maladjustment. The inclusion of the family in preventive interventions directed to these children is emphazised.
Home environment; externalizing behaviors; school achievement; child
