Relationships between pragmatic abilities, school well-being and psychological health in typically developing children

Background: A growing body of literature shows relationships between behavioral problems and pragmatic abilities in children with neurodevelopmental disorders. However, the link between pragmatic skills, school well-being and psychological health in typically developing children is still under explored. The present study was aimed at an analysis of the relationships between well-being, behavioral problems, and pragmatics in Italian children from the general population. Methods: The sample included sixty typically developing children, their mothers, and their teachers. The mothers completed the Children’s Communication Checklist, second edition, the Questionnaire on School Well-being and the Child Behavior Checklist, questionnaires that evaluate children’s pragmatic abilities, school well-being, and psychopathological symptoms, respectively. The teachers completed the Questionnaire on School Well-being. Results: Close relationships between pragmatic abilities and school well-being were found. In particular, according to both mothers and teachers, Stereotyped language and Use of context were the two pragmatic variables most strongly associated with school well-being. Pragmatic abilities were also linked to externalizing and internalizing symptoms and with specific behavioural problems such as social and attentional problems. Conclusions: This study sheds light on the close relationships between pragmatic abilities and school well-being and psychological health in typically developing children. We discuss the relevance of focusing attention on early pragmatic competences in children and the importance of considering the school as a crucial setting for psychological assessment and interventions.