Who Are the Most Violent Ten And Eleven Year Olds? An Introduction to Future Delinquency - October 1998

Taking the "worst" 10% of the children (in terms of physical aggression from the perspective of the child, PMK or teacher) and contrasting them to the "other" 90%, some remarkably consistent findings emerge.⁶ From all perspectives, regardless of gender, the "most aggressive" children are more likely to describe themselves in terms that simply make them sound unhappy when compared to the other children.

Looking first at the girls (Table 1), as one would expect, given the incomplete overlap among the various perspectives on who is the most aggressive (Figure 1), the exact percentages of girls who are "unhappy" vary across perspectives. For example, from the child's rating of their own behaviour, 66.9% of the aggressive girls, compared to 23.7% of the other girls, report negative relations with family. From the PMK's rating of aggressive behaviour, the proportion of aggressive girls reporting negative relations with family is 47.6% (and 25.6% of the other girls), and by the teacher's perspective its 42.4% (and 26.0% of the other girls). Although the proportions vary, the pattern remains remarkably consistent: the more aggressive girls are experiencing more negative relations with family than do the other girls.⁷ More of the aggressive girls also report negative relations with friends, and parental rejection than the other girls. Fewer of the aggressive girls than non-aggressive girls hold the perception that the teacher is "fair" with them. In addition, more of the aggressive girls report that other children say mean things to them and that that they are bullied more than the other girls. All of these relationships also hold true for boys (Table 2).

Table 1: Girls' Social Relationships from Their Own Perspective As a Function of Whether They Are Seen as Being Aggressive (as identified by the child, the PMK, or the teacher)***
The individual who identifies the child as being aggressive

	Child		PMK		Teacher
Characteristic**	Most Aggressive	Other	Most Aggressive	Other	Most Aggressive	Other
negavite relations with family8	66.9% (81)*	23.7% (1221)	47.6% (101)*	25.6% (1269)	42.4% (46)	26.0% (737)
negavite relations with friends	37.8% (83)*	23.2% (1236)	42.6% (104)*	22.9% (1308)	38.9% (46)*	22.8% (751)
perception of parental rejection	65.8 % (82)*	29.0% (1213)	47.5% (95)*	30.7% (1244)	41.9% (41)*	28.5% (725)
perception of teacher being "fair"9	50.3% (84)*	68.6% (1240)	51.2% (102)*	68.8% (1295)	49.4% (44)*	71.4% (754)
other children say mean things to you10	22.0% (83)*	8.2% (1223)	18.9% (101)*	8.7% (1285)	16.1% (46)*	6.2% (749)
other children "bully" you11	28.2% (82)*	6.6% (1230)	19.2% (99)*	7.5% (1274)	14.1% (45)	6.8% (744)
* Significant (based on unweighted frequencies), p < .05 ** These "characteristics" were from the perspective of the child. *** Percents are based on weighted data. Numbers presented in the table, in parentheses, are the unweighted numbers on which the percents are based. 8 Negative relations with family, friends and parental rejection were all scales. We took the top third of the distribution reporting the highest negative relations and parental rejection. 9 This was the proportion of children who reported that their teacher was fair "all the time." 10 This was the proportion of children who reported that other children say mean things to them "all of the time" or "most of the time." 11 This was the proportion of children who reported being bullied "always", "most of the time" or "sometimes."

 

Table 2: Boys' Social Relationships from Their Own Perspective As a Function of Whether They are Seen as Being Aggressive (as identified by the child, the PMK, or the teacher)
*** The individual who identifies the child as being aggressive

	Child		PMK		Teacher
Characteristic**	Most Aggressive	Other	Most Aggressive	Other	Most Aggressive	Other
negavite relations with family8	50.5% (213)	24.2% (1073)	49.1% (211)*	25.6% (1172)	49.1% (144)*	26.9% (652)
negavite relations with friends	45.2% (217)*	29.4% (1086)	54.6% (219)*	28.9% (1219)	44.9% (151)*	31.1% (670)
perception of parental rejection	63.7% (213)*	32.9% (1066)	47.2% (185)*	35.5% (1136)	48.0% (141)*	33.7% (622)
perception of teacher being "fair"9	44.3% (219)*	65.6% (1091)	56.1% (202)*	63.1% (1199)	53.8% (146)*	65.0% (628)
other children say mean things to you10	21.0% (219)*	7.8% (1081)	21.8% (200)*	7.7% (1189)	15.5% (147)*	7.8% (660)
other children "bully" you11	28.8% (219)*	10.4% (1080)	24.7% (197)*	12.4% (1189)	22.3% (145)*	11.5% (662)
* Significant (based on unweighted frequencies), p<.05 ** These "characteristics" were from the perspective of the child. *** Percents are based on weighted data. Numbers presented in the table, in parentheses, are the unweighted numbers on which the percents are based. 8 Negative relations with family, friends and parental rejection were all scales. We took the top third of the distribution reporting the highest negative relations and parental rejection. 9 This was the proportion of children who reported that their teacher was fair "all the time. 10 This was the proportion of children who reported that other children say mean things to them "all of the time" or "most of the time." 11 This was the proportion of children who reported being bullied "always, " "most of the time" or "sometimes."

The more aggressive children also appear not to be as happy as other children on a number of dimensions. Looking at girls first, we see that more of the aggressive girls report not feeling as happy as other children, report feeling miserable, and report feeling left out of school (Table 3). ⁸ Aggressive and "other" girls, as identified by the teacher, showed the least differences in their own ratings of their feelings. But looking at either the children's rating of their own behaviour, or the PMK's ratings of the child's behaviour, there are fairly large differences in the proportions of aggressive and "other" girls claiming not to feel as happy as other children, to feel more miserable and to feel "left out." For example, 53.6% of the self-identified aggressive girls report feeling "left out" of school compared to 15.3% of the "other" girls. These aggressive girls are also more likely to report having trouble enjoying themselves and more likely to hold a negative self-image. The aggressive girls also appear to be slightly more solitary than the "other" girls and more hyperactive than the "other" girls. This pattern is almost perfectly consistent no matter who identifies the child as being aggressive (child, PMK or teacher) (Table 4). Even for something like holding a "negative self-image", aggressive boys appear to be quite similar to aggressive girls -- 67.6% of the self-identified aggressive girls report having a negative self-image and 57.1% of the self-identified aggressive boys report having a negative self-image (compared to 26.3% of the "other" girls and 26.6% of the "other" boys).

Table 3: Girls' Feelings from Their Own Accounts As a Function of Whether They are Seen as Being Aggressive (as identified by the child, the PMK, or the teacher)
*** The individual who identifies the child as being aggressive

	Child		PMK		Teacher
Characteristic**	Most Aggressive	Other	Most Aggressive	Other	Most Aggressive	Other
don't feel as happy as other children13	73.0% (83)*	31.2% (1243)*	54.4% (100)*	32.8% (1279)	42.7% (45)	33.1% (744)
feeling miserable14	72.6% (84)*	34.6% (1239)	48.7% (98)*	36.0% (1275)	63.5% (44)	62.6% (741)
feeling left-out at school15	53.6% (84)*	15.3% (1233)	36.4% (102)*	17.0% (1284)	42.4% (45)*	15.1% (750)
have trouble enjoying yourself16	70.9% (83)*	27.8% (1241)	49.3% (97)*	29.0% (1272)	61.1% (43)	71.5% (737)
have a "negative" self-image17	67.6% (84)*	26.3% (1220)	51.9% (99)*	27.8% (1258)	48.5% (44)*	25.3% (734)
is solitaire18	24.7% (84)*	15.9% (1237)	30.8% (99)	15.5% (1269)	43.2% (44)*	30.9% (738)
is hyperactive19	80.4% (82)*	25.3% (1238)	37.0% (95)*	28.9% (1227)	41.6% (42)*	25.5% (716)
* Significant (based on unweighted frequencies), p<.05 ** These "characteristics" were from the perspective of the child. *** Percents are based on weighted data. Numbers presented in the table, in parentheses, are the unweighted numbers on which the percents are based. 13 This was the proportion of children who reported feeling "often" or "sometimes" not as happy as other children. 14 This was the proportion of children who reported feeling miserable "often" or "sometimes." 15 This was the proportion of children who reported feeling left out at school "always, " "most of the time" or "sometimes." 16 This was the proportion of children who reported having trouble enjoying themselves "often" or "sometimes." 17 "Self-image" was a scale -- we took the top third of the distribution to capture those children who, by their own perception, were most negative about themselves. 18 This was the proportion of children who reported "often" being solitary. 19 "Hyperactivity" was a scale -- we took the top third of the distribution to capture those children who, by their own perception, were most hyperactive.

 

Table 4: Boys' Feelings from Their Own Accounts As a Function of Whether They are Seen as Being Aggressive (as identified by the child, the PMK, or the teacher)
*** The individual who identifies the child as being aggressive

	Child		PMK		Teacher
Characteristic**	Most Aggressive	Other	Most Aggressive	Other	Most Aggressive	Other
don't feel as happy as other children13	64.0% (218)*	27.5% (1097)	35.0% (196)*	32.5% (1181)	51.5% (146)*	31.3% (650)
feeling miserable14	53.5% (219)*	32.3% (1095)	46.3% (191)*	34.0% (1176)	42.0% (145)	33.2% (647)
feeling left-out at school15	27.5% (219)*	14.5% (1078)	27.4% (198)*	14.8% (1186)	31.0% (146)*	15.8% (659)
have trouble enjoying yourself16	42.9% (217)*	23.0% (1097)	34.8% (189)*	25.1% (1190)	33.09% (144)*	26.8% (653)
have a "negative" self-image17	57.1% (210)*	26.6% (1065)	48.6% (191)*	28.8% (1142)	50.1% (139)*	28.2% (625)
is solitaire18	30.0% (218)*	17.3% (1092)	23.6% (192)*	17.8% (1173)	30.9% (144)	15.8% (644)
is hyperactive19	78.8% (217)*	30.0% (1085)	58.5% (182)*	34.4% (1225)	61.6% (136)*	32.6% (615)
* Significant (based on unweighted frequencies), p<.05 ** These "characteristics" were from the perspective of the child. *** Percents are based on weighted data. Numbers presented in the table, in parentheses, are the unweighted numbers on which the percents are based. 13 This was the proportion of children who reported feeling "often" or "sometimes" not as happy as other children. 14 This was the proportion of children who reported feeling miserable "often" or "sometimes." 15 This was the proportion of children who reported feeling left out at school "always, " "most of the time" or "sometimes." 16 This was the proportion of children who reported having trouble enjoying themselves "often" or "sometimes." 17 "Self-image" was a scale -- we took the top third of the distribution to capture those children who, by their own perception, were most negative about themselves. 18 This was the proportion of children who reported "often" being solitary. 19 "Hyperactivity" was a scale -- we took the top third of the distribution to capture those children who, by their own perception, were most hyperactive.

Due to the unique nature of the NLSCY, we can not only view aggressiveness from the perspective of the child, PMK and teacher, but we can see how the PMK and teacher rate the child's feelings. Thus, we can see not only if a child reports being unhappy, but also if those around the aggressive children (the PMK and the teacher) reports them to be unhappy. Looking first at ratings from the PMK, we see that the same trends established in the previous tables hold true (Table 5 for girls and Table 6 for boys). The aggressive children (identified by the child, PMK or teacher) are also more likely to be rated by the PMK as not being as happy as other children, as feeling miserable, as having trouble enjoying themselves, and as being hyperactive.

Looking at the girls (Table 5) whom the PMK's identified as aggressive, we see that 62.7% of the PMKs described them as not being as happy as other children (compared to 12.7% of the other girls). The comparable figures for the PMK identified aggressive boys (Table 6) are that 45.3% of the PMKs said that her child was often or sometimes unhappy as compared to only 11.4% of the "other" boys.

Clearly these -- and other data in these two tables show quite large differences between the "aggressive" and "other" children whether the identification of "aggressiveness" was done by the child, the PMK, or the teacher. Furthermore, the pattern of results is almost exactly the same as that found in the previous tables.

From the teacher's perspective as well, we see the same overall pattern -- for girls and for boys. Those children who identified themselves as being aggressive, or were identified by the PMK or the teacher as being aggressive, were seen by the teacher as being less happy, more miserable, and more likely to be having trouble enjoying themselves. (See Tables 7 and 8.)

Table 5: Girls' Feelings as Seen by the PMK As a Function of Whether They are Seen as Being Aggressive (as identified by the child, the PMK, or the teacher)
*** The individual who identifies the child as being aggressive

	Child		PMK		Teacher
Characteristic**	Most Aggressive	Other	Most Aggressive	Other	Most Aggressive	Other
child doesn't feel as happy as other children20	29.8% (84)*	15.9% (1240)	62.7% (111)*	12.7% (1447)	29.7% (50)*	14.9% (779)
child feels miserable21	51.3% (84)*	25.8% (1239)	77.4% (111)*	23.3% (1447)	33.1% (50)*	24.4% (778)
child has trouble enjoying herself22	34.8% (84)*	22.8% (1239)	54.4% (111)*	19.8% (1447)	24.5% (50)	19.4% (778)
is solitary23	34.6% (84)	21.8% (1239)	44.5% (111)*	21.2% (1447)	19.8% (50)	23.8 (778)
is hyperactive24	50.6% (84)*	31.1% (1236)	72.4% (111)*	29.4% (1445)	58.3% (50)*	28.9% (778)
* Significant (based on unweighted frequencies), p <.05 ** These "characteristics" were from the perspective of the child. *** Percents are based on weighted data. Numbers presented in the table, in parentheses, are the unweighted numbers on which the percents are based. 20 This was the proportion of PMK who reported that his/her child feels unhappy compared to other children "often" or "sometimes." 21 This was the proportion of PMK who reported that his/her child feels miserable "often" or "sometimes." 22 This was the proportion of PMK who reported that his/her child has trouble enjoying him/herself "often" or "sometimes." 23 This was the proportion of PMK who reported that his/her child is "often" solitary. 24 "Hyperactivity" was a scale -- we took the top third of the distribution to capture those children who, by the PMK's perception, were most hyperactive.

 

Table 6: Boys' Feelings as Seen by the PMK As a Function of Whether They are Seen as Being Aggressive (as identified by the child, the PMK, or the teacher)
*** The individual who identifies the child as being aggressive

	Child		PMK		Teacher
Characteristic**	Most Aggressive	Other	Most Aggressive	Other	Most Aggressive	Other
child doesn't feel as happy as other children20	24.2% (218)*	12.6% (1098)	45.3% (229)*	11.4% (1373)	23.9% (154)*	12.4% (705)
child feels miserable21	35.6% (217)*	25.8% (1098)	61.1% (229)*	22.9% (1373)	35.5% (153)*	26.9% (705)
child has trouble enjoying herself22	28.3% (217)*	19.9% (1098)	43.9% (229)*	18.2% (1373)	29.6% (153)*	19.4 (705)
is solitary23	17.0% (218)	22.1% (1098)	29.4% (229)*	19.3% (1373)	25.8% (154)	21.3 (705)
is hyperactive24	57.8% (217)*	43.5 (1093)	86.2% (229)*	39.6% (1371)	70.0% (153)*	38.7% (704)
* Significant (based on unweighted frequencies), p <.05 ** These "characteristics" were from the perspective of the child. *** Percents are based on weighted data. Numbers presented in the table, in parentheses, are the unweighted numbers on which the percents are based. 20 This was the proportion of PMK who reported that his/her child feels unhappy compared to other children "often" or "sometimes." 21 This was the proportion of PMK who reported that his/her child feels miserable "often" or "sometimes." 22 This was the proportion of PMK who reported that his/her child has trouble enjoying him/herself "often" or "sometimes." 23 This was the proportion of PMK who reported that his/her child is "often" solitary. 24 "Hyperactivity" was a scale -- we took the top third of the distribution to capture those children who, by the PMK's perception, were most hyperactive.

 

Table 7: Girls' Feelings as Seen by the Teacher As a Function of Whether They are Seen as Being Aggressive (as identified by the child, the PMK, or the teacher)
*** The individual who identifies the child as being aggressive

	Child		PMK		Teacher
Characteristic**	Most Aggressive	Other	Most Aggressive	Other	Most Aggressive	Other
child doesn't feel as happy as other children25	32.8% (40)	28.9% (724)	70.7% (54)	26.5% (786)	39.6% (50)*	28.9% (777)
child feels miserable26	22.1% (40)	23.4% (724)	43.2% (53)*	22.5% (786)	37.5% (50)*	23.3% (780)
child has trouble enjoying herself27	33.0% (40)	27.8% (720)	53.6% (51)*	27.2% (784)	42.5% (50)*	28.2% (777)
is solitary28	6.9% (38)	13.5% (725)	23.0% (53)	12.3% (786)	14.2% (50)*	12.7% (765)
is hyperactive29	61.5% (40)*	27.9% (707)	73.6% (51)*	27.2% (771)	52.9% (49)*	29.8% (765)
* Significant (based on unweighted frequencies), p <.05 ** These "characteristics" were from the perspective of the child. *** Percents are based on weighted data. Numbers presented in the table, in parentheses, are the unweighted numbers on which the percents are based. 25 This was the proportion of teachers who reported that a child feels unhappy compared to other children "often" or "sometimes." 26 This was the proportion of teachers who reported that a child feels miserable "often" or "sometimes." 27 This was the proportion of teachers who reported that a child has trouble enjoying him/herself "often" or "sometimes." 28 This was the proportion of teachers who reported that a child is "often" solitary. 29 "Hyperactivity" was a scale -- we took the top third of the distribution to capture those children who, by the teacher's perception, were most hyperactive.

 

Table 8: Boys' Feelings as Seen by the Teacher As a Function of Whether They are Seen as Being Aggressive (as identified by the child, the PMK, or the teacher)
*** The individual who identifies the child as being aggressive

	Child		PMK		Teacher
Characteristic**	Most Aggressive	Other	Most Aggressive	Other	Most Aggressive	Other
child doesn't feel as happy as other children25	43.0% (131)*	23.5% (637)	54.5% (117)*	21.0% (715)	56.1% (154)*	23.3% (707)
child feels miserable26	33.9% (130)*	18.7% (638)	52.7% (116)*	14.3% (753)	42.6% (154)*	18.5% (707)
child has trouble enjoying himself27	49.1% (128)*	26.0% (631)	60.8% (115)*	22.3% (745)	45.0% (153)*	27.1% (703)
is solitary28	16.2% (132)	14.1% (635)	12.4% (117)	14.5% (750)	19.4% (154)	13.3% (706)
is hyperactive29	66.5% (126)*	45.6% (630)	84.8% (114)*	41.8% (741)	65.5% (152)*	47.5% (701)
* Significant (based on unweighted frequencies), p<.05 ** These "characteristics" were from the perspective of the child. *** Percents are based on weighted data. Numbers presented in the table, in parentheses, are the unweighted numbers on which the percents are based. 25 This was the proportion of teachers who reported that a child feels unhappy compared to other children "often" or "sometimes." 26 This was the proportion of teachers who reported that a child feels miserable "often" or "sometimes." 27 This was the proportion of teachers who reported that a child has trouble enjoying him/herself "often" or "sometimes." 28 This was the proportion of teachers who reported that a child is "often" solitary. 29 "Hyperactivity" was a scale -- we took the top third of the distribution to capture those children who, by the teacher's perception, were most hyperactive.

Consistent with previous research (e.g. LeBlanc, Vallières, and McDuff, 1993) aggressive children appeared to be doing worse in school than less aggressive children. This held for girls and boys (Table 9 and Table 10, respectively). In addition, fewer aggressive girls and boys than other girls and boys thought that was important to do well at school. Although some of these relationships were not completely consistent across perspectives, there appeared to be a general trend for more of the aggressive children to report not getting extra help from the teacher when they need it. The aggressive children also appeared to be reading less often than non-aggressive children, not getting as much help from parents and not being motivated as often by parents.

The relationship between our measure of whether or not the child was aggressive and income level was not completely consistent across perspectives, but the overall pattern suggested that aggressive children came from lower/lower middle class families (Table 11 for girls and Table 12 for boys). Aggressive children do appear to come disproportionately from single parent families. There appears to be a slight trend for aggressive children to come from low safety neighbourhoods, neighbourhoods with little cohesion and neighbourhoods with many problems.

Table 9: Girls' School Performance and Related Perceptions as Reported By the Child as a Function of Whether They are Seen as Being Aggressive (as identified by the child, the PMK, or the teacher)
*** The individual who identifies the child as being aggressive

	Child		PMK		Teacher
Characteristic**	Most Aggressive	Other	Most Aggressive	Other	Most Aggressive	Other
doing "average" or "poorly" in school	47.5% (84)*	18.1% (1223)	28.4% (103)*	20.1% (1286)	32.8% (46)*	17.1% (750)
belief that is "very important" to do well in school	39.4% (84)*	71.4% (1232)	67.1% (102)	68.4% (1286)	63.8% (46)	72.1% (749)
"sometimes" or "rarely" get help from teacher	23.7% (84)*	18.7% (1243)	34.1% (103)	18.1% (1295)	40.6% (45)*	17.0% (756)
read less than once a month for fun	21.9% (83)*	7.7% (1232)	11.3% (101)	8.5% (1275)	13.8% (44)*	7.3% (741)
parents "sometimes", "rarely" or "never" help with school work	23.1% (84)*	3.6% (1242)	6.8% (103)*	5.0% (1294)	0.4% (45)	3.2% (755)
parents "sometimes", "rarely" or "never" motivate you to do well	5.7% (83)*	2.1% (1243)	4.4% (102)	2.5% (1294)	9.9% (45)	1.9% (755)
* Significant (based on unweighted frequencies), p<.05 ** These "characteristics" were from the perspective of the child. *** Percents are based on weighted data. Numbers presented in the table, in parentheses, are the unweighted numbers on which the percents are based.

 

Table 10: Boys' School Performance and Related Perceptions as Reported By the Child as a Function of Whether They are Seen as Being Aggressive (as identified by the child, the PMK, or the teacher)
*** The individual who identifies the child as being aggressive

	Child		PMK		Teacher
Characteristic**	Most Aggressive	Other	Most Aggressive	Other	Most Aggressive	Other
doing "average" or "poorly" in school	43.4% (219)*	19.9% (1083)	35.1% (198)*	22.0% (1192)	34.5% (145)*	20.6% (664)
belief that is "very important" to do well in school	51.1% (218)*	70.2% (1083)	59.2% (197)*	69.4% (1193)	59.8% (146)*	69.2% (663)
"sometimes" or "rarely" get help from teacher	31.0% (219)*	20.0% (1092)	27.1% (203)*	20.4% (1201)	24.6% (148)	20.1% (669)
read less than once a month for fun	25.2% (213)*	11.0% (1082)	19.8% (190)*	12.2% (1174)	13.2% (145)	11.3% (647)
parents "sometimes", "rarely" or "never" help with school work	11.4% (219)*	5.9% (1092)	11.3% (202)*	6.4% (1199)	9.6% (147)	6.8% (669)
parents "sometimes", "rarely" or "never" motivate you to do well	4.3% (218)*	2.1% (1092)	3.4% (203)	2.8% (1197)	1.7% (147)	3.7% (668)
* Significant (based on unweighted frequencies), p<.05 ** These "characteristics" were from the perspective of the child. *** Percents are based on weighted data. Numbers presented in the table, in parentheses, are the unweighted numbers on which the percents are based.

 

Table 11: Girls' Family Income, Family Structure, and Neighbourhood Characteristics As a Function of Whether the Girl is Seen as Being Aggressive (as identified by the child, the PMK, or the teacher)
*** The individual who identifies the child as being aggressive

	Child		PMK		Teacher
Characteristic**	Most Aggressive	Other	Most Aggressive	Other	Most Aggressive	Other
lower/lower middle SES	20.1% (84)*	14.9% (1245)	20.7% (111)	14.9% (1447)	32.5% (50)	14.6% (781)
single parent	23.9% (84)*	17.7% (1245)	37.0% (111)*	17.8% (1447)	22.7% (50)	16.3% (781)
low safety neighbourhood**	31.9% (83)	21.6% (1234)	40.4% (109)*	20.5% (1431)	19.7% (49)	21.2% (777)
low cohesiveness of neighbourhood**	32.0% (79)	25.4% (1183)	41.9% (105)*	24.9% (1362)	17.2% (47)	25.4% (745)
many problems in neighbourhood**	61.5% (82)	59.3% (1223)	62.6% (107)	59.9% (1420)	66.2% (49)	57.8% (772)
* Significant (based on unweighted frequencies), p<.05 ** These "characteristics" were from the perspective of the child. *** Percents are based on weighted data. Numbers presented in the table, in parentheses, are the unweighted numbers on which the percents are based.

 

Table 12: Boys' Family Income, Family Structure, and Neighbourhood Characteristics As a Function of Whether the Boy is Seen as Being Aggressive (as identified by the child, the PMK, or the teacher)
*** The individual who identifies the child as being aggressive

	Child		PMK		Teacher
Characteristic**	Most Aggressive	Other	Most Aggressive	Other	Most Aggressive	Other
lower/lower middle SES	21.8% (219)*	12.7% (1101)	32.6% (229)*	12.5% (1373)	23.5% (154)*	11.4% (709)
single parent	22.3% (218)*	11.9% (1101)	25.1% (228)	13.5% (1373)	28.9% (154)	11.5% (709)
low safety neighbourhood**	18.4% (217)	16.9% (1091)	36.2% (228)*	16.4% (1351)	28.8% (152)*	13.4% (705)
low cohesiveness of neighbourhood**	33.2% (209)*	22.0% (1031)	32.9% (216)*	23.9% (1290)	33.5% (143)	22.4% (674)
many problems in neighbourhood**	68.3% (216)	55.9% (1076)	63.0% (225)*	57.7% (1336)	70.6% (151)*	56.7% (697)
* Significant (based on unweighted frequencies), p<.05 ** These "characteristics" were from the perspective of the child. *** Percents are based on weighted data. Numbers presented in the table, in parentheses, are the unweighted numbers on which the percents are based.

• ⁶We did not limit our analyses to only those children with complete data from all three perspectives (N=1,492). We instead included every child who had an aggressiveness rating from any of the three perspectives.
• ⁷The statistical significance of each of these findings, in all the tables, was estimated with a continuity corrected (df=1) chi-square applied to each two by two (most aggressive vs. other by whether or not the listed characteristic was present) contingency table.
• ⁸In Tables 1 -12 there are 204 comparisons between the "most aggressive" children and the "other" children. In 10 of these 204 comparisons there were "reversals" (where the "other" children were worse off then the "aggressive" children). There were no statistically significant reversals.