The behavior of school-aged children is an important indicator of adaptation in this stage of development; however, not all children are successful and may present externalizing or internalizing behavioral problems, expressed within the family and/or school contexts.

Families present structural and internal dynamics that may contribute to either risk or protective outcomes in terms of child development so that adaptive difficulties associated with behavioral problems are frequent among children.

Considering the relevance of the influence exerted by the family context on school children, various studies have addressed the association of cumulative adversity present in the family context and the outcomes of behavioral problems among children.

When addressing behavioral problems, one issue that arises refers to the source of assessments, considering that children and adolescents may present problems in a specific context but not in another, for instance, family versus school, indicating a need to obtain assessments from multiple informants, especially from parents or legal guardians and teachers