Results: BESS scores differentiated well between schools for overall BER and special education
status, as well as between grade levels, ethnicity, and gender groups. One high school, known by
the school administration to have numerous incidents of student behavior problems, had the most
deviant 4 BER domain scores of all 7 schools. Girls rated themselves as having a higher prevalence
of BER (14%) than boys (12%); middle school students reported fewer difficulties than high school
students.