School Psychology, Vol 40(6), Nov 2025, 656-665; doi:10.1037/spq0000679
The use of self-report measures evaluating social, emotional, and behavioral risk can be an important element of universal screening with older children and adolescents. Research has demonstrated discrepancies between teacher ratings and student self-report ratings of social, emotional, and behavioral risk, which commonly result in incongruent risk classifications. The present study explored classification incongruence and informant discrepancies on the teacher- and student self-report versions of the Social, Academic, and Emotional Behavior Risk Screener. Screening data from over 600 high school students and their homeroom teachers were examined. Results showed classification congruence was highest for the Social Behavior subscale and lowest for the Emotional Behavior subscale of the Social, Academic, and Emotional Behavior Risk Screener, with teachers endorsing lower levels of risk compared to students. Analysis of potential sociodemographic predictors of informant discrepancies indicated that grade, sex, free and reduced-price lunch eligibility, 504 plan status, and special education status were significant predictors of classification incongruence on at least one Social, Academic, and Emotional Behavior Risk Screener subscale. Implications for practice and limitations are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved)