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In wave 3, teacher-based SDQ scores were available for267 out of 1,108 children over the age of 3. The reasonsfor this relatively low response rate and the extent towhich they contributed to the contraction of the studysample are summarised in Figure 31. The most importantreason was the low rate of questionnaire completionby the teachers. While just over 40 per cent (218 out of535) of children in the K cohort had a teacher return thecompleted questionnaires, the corresponding figure inthe B cohort was lower, at 29.0 per cent. Another reason,especially important for the B cohort, was that less thanhalf of the children (351 out of 813, or 43.2 per cent) wereattending school, preschool or child care at the time ofthe wave 3 interview. The probability of a child attendingschool or child care did not vary significantly with theprimary carer’s marital status or the number of adultmembers of the household (who could alleviate the needfor child care by providing informal child care services).However children were less likely to attend if they wereyounger, living in areas of greater relative isolation, or infamilies with many children.Figure 32 provides average scores across the fourdifficulties scales (emotional symptoms, conductproblems, hyperactivity and peer problems), the totaldifficulties score, and the prosocial behaviour score,as provided by both primary carers and teachers. Allaverage scores (with the exception of the primary carerreported conduct problems score) were within the‘normal’ range’.Figure 31: Teacher-based SDQ sampleFigure 32: Comparison of teacher —and primary carer-based Strengths and Difficulties Mean ScoresNote:The comparison scores are given for 266 children who had both the primary carer and the teacher provide responses to the SDQ.76 Footprints in Time: The Longitudinal Study of Indigenous Children | Key Summary Report from Wave 3