Rose AFG et al.; Saudi J. Med. Pharm. Sci.; Vol-1, Iss-4(Dec, 2015):103-112 Available Online: http://scholarsmepub.com/sjmps/ 103 Saudi Journal of Medical and Pharmaceutical Sciences ISSN 2413-4929 (Print) Scholars Middle East Publishers ISSN 2413-4910 (Online) Dubai, United Arab Emirates Website: http://scholarsmepub.com/ Research Article Emotional and Behavioral Disorders (EBD) and Achievements of Grade 1Pupils April Rose F. Ganado 1 , Ernie C. Cerado 2 1 Koronadal Central Elementary School I, Department of Education XII, Koronadal City 9500, Philippines 2 College of Teacher Education, Sultan Kudarat State University, EJC Montilla, Tacurong City 9800, Philippines *Corresponding Author: Ernie C. Cerado Email: eccphd@yahoo.com Abstract: Emotional and behavioral disorders are potential causes of disciplinary problems in the classroom. The main interest of the study is the EBD and achievements of Grade 1 pupils in public schools of South Cotabato. About 210 Grade One pupils and teachers were involved as subjects and respondents of this inquiry. A questionnaire in EBD was given to teachers for them to carefully assess the pupils’ ODD, CD and ADHD level. The survey tools were mod eled after the Noanxiety.com resources and the Vanderbilt Rating Scales. Records of pupils’ gender, curricular and extra - curricular achievements were taken from the teachers’ own class records. Gathered data were suitably tabulated and presented in tables and chart. Both descriptive and inferential statistics were applied to treat the data. Specific tools like percentages, Multiple Linear Regression Analysis, mean and t-test were employed to analyze the collected data. As found out, the Grade 1 pupils’ EBD level is singly, and collectively of moderate levels. They have very good level in curricular and extra-curricular achievements alike. Male pupils have relatively higher EBD level than the females. Inversely, the female pupils have comparatively higher achievement than the males. The pupils whose schools were located in highly urbanized places have higher EBD level than those in the less urbanized areas. Also, the achievements of the pupils from schools situated in less urbanized areas were higher than those in the highly urbanized areas. This study concluded that only the pupils’ attention deficit hyperactivity disorder was linked to pupils’ achievement. Gender and school location also affected pupils’ EBD and achievement levels. Keywords: Classroom Management, Emotional and Behavioral Disorder, Pupils’ Achievement, ADHD, ODD, CD. INTRODUCTION In most cases, young learners can have mental, emotional and behavioral troubles that are real, painful and costly. Kavale et al.; [1] called these problems as “disorders.” They are said to be common sources of stress for children, their families, schools and community as well. It is estimated that 1 out of 5 children and adolescents may have a mental health disorder that can be identified for potential treatment. Aside from biological and psychological grounds, many environmental factors can also affect mental health including exposure to violence, severe stress and loss of an important person. Dunn [2] agreed that the school, family and community should work together to assist children with mental disorders. In most literatures, authors interchangeably used the terms emotional and behavioral disorders, behavioral and emotional disorder, or mental and behavioral disorders to mean “behavioral disturbances.” In the Philippines, despite the proclamation of the government over the issue, there seems to be absence of scholarly efforts to truly explore this social phenomenon among children; thus, local studies and literatures still want to date. Cognizant too of the widespread observation of elementary teachers that EBD often disrupt routine activities in the classrooms, and the pressing call to address them at an early developmental stage, the researchers were inspired of initially assessing this emotional and behavioral tendency among Grade 1 pupils. Theoretically, the emotional and behavioral states of children and the learning outcomes are closely linked to each other. Hence, its considered more practical in this study to relate pupils’ curricular and extra-curricular achievements with EBD. In particular, this study aims to satisfy these objectives, viz., 1) determine the EBD levels of the Grade 1 pupils; 2) describe the pupils’ achievements in both curricular and extra-curricular engagements; 3) relate EBD with pupils’ achievements; and 4) find out the effect of pupils’ gender and school location to their EBD and achievements. Most probably, the results of this investigation would provide benchmark data to parents, basic education teachers and other Dep Ed people on the prevailing EBD among Grade 1 pupils, and allow them to acquire better understanding on how to exactly deal or respond to the EBD phenomenon of these young children. Owing to the limited resources at hand, the present study considered only three (3) types of disorders, namely: conduct disorder, oppositional