This study investigates the relationship between hair element status and problem behaviour in a sample of 237 children attending grades K through four in Victoria, British Columbia schools. Children were classified on the basis of behavioural status using the Walker Problem Behavior Identification Checklist. Logistic regression analyses were used in order to assess the degree of association between hair element status and behaviour. Two analyses were performed for each Walker scale, both of which used behavioural status as the response (dependent) variable.

