Head Start Teachers’ Perceptions About Problem Behaviors and Social-Emotional Competence: Is There Evidence of Systematic Differences?

How teachers perceive problem behaviors of young children has significant implications for disproportionate discipline practices. The purpose of this study was to identify factors associated with teachers’ perceptions of children’s social skills and problem behaviors. We conducted weighted descriptive analysis and hierarchical linear modeling with the 2014 head Start Family and Child Experiences Survey data. Research Findings: Teachers might perceive children’s social skills and problem behaviors differently based on children’s race, ethnicity, and disability status. Specifically, teachers perceived Black children as having lower social skills and displaying more hyperactive behaviors compared to their White peers. Teachers also perceived Hispanic children as displaying greater hyperactivity compared to White children. Children in the “Other” race category were perceived to be more aggressive than White children. Children with an Individualized Education Plan were perceived as having lower social skills and exhibiting more aggressive and hyperactive behaviors. The racial/ethnic match/mismatch between teachers and children was associated with differential perceptions. For example, Hispanic teachers rated Hispanic children as having lower social skills compared to their White colleagues’ rating of White children. Practice or Policy: Implications for future research and professional development on anti-bias and culturally responsive pedagogy practices are provided.