Home1
Psychological tests2
At-Risk Children Identification3

At-Risk Children Identification Test

Designed for adults assessing a child, the At-Risk Children Identification Test contains 33 yes-or-no questions and takes about 7 minutes. Its profile highlights patterns involving anxiety, self-organization, confidence, energy, maturity, persistence, and achievement, helping clarify areas for supportive conversation and practical self-reflection.

Questions: 337 minutes

At-Risk Children Identification Test: test ticket with numbers

October 2, 2025October 2, 2025Material has been updatedOctober 2, 2025Material has been published

22,541 view

1,489 completions

1,223 likes

Daniel Hall Psychologist · Test reviewer

1,223 likes

Scale Explorer

How the Scales are Structured

Perseverative ChildrenPC

Measures how strongly a child tends to dwell on grievances and difficulties and remain emotionally fixed on them over time.

example score4/5

4/5Highexample score

1 – 2.3Low

2.4 – 3.6Moderate

3.7 – 5High

A score of 4 falls in the High range, suggesting the child often stays focused on upsetting events or setbacks for an extended time, which may complicate adaptation in learning or social situations.

Hyperthymic ChildrenHC

Measures the degree of hyperthymic traits such as high activity, sociability, optimism, and potential self-control difficulties.

example score2/5

2/5Lowexample score

1 – 2.3Low

2.4 – 3.6Moderate

3.7 – 5High

A score of 2 falls in the Low range, suggesting relatively mild hyperthymic traits with fewer signs of overactivity or impulsive self-control challenges.

Asthenic ChildrenAC

Measures the severity of fatigue-related symptoms such as quick exhaustion, reduced efficiency, and emotional lability that may affect a child’s functioning.

example score3/5

3/5Moderateexample score

1 – 2Low

3Moderate

4 – 5High

A score of 3 indicates a moderate level of asthenic features, suggesting noticeable fatigue and reduced stamina that may intermittently impact learning and behavior.

Self-Organization DifficultiesSOD

This scale assesses how much a child struggles to plan, organize, and complete tasks independently.

example score3/5

3/5Moderate difficultyexample score

1 – 2Low difficulty

3Moderate difficulty

4 – 5High difficulty

A score of 3 indicates a moderate level of self-organization difficulty, with occasional challenges in planning and following through without support.

High Achievers and PerfectionistsHAaP

Measures the tendency to set very high standards and strive for flawless performance, which can increase stress and burnout risk.

example score3/5

3/5Moderateexample score

1 – 2Low

3Moderate

4 – 5High

A score of 3 indicates a moderate level of high achievement/perfectionism, suggesting generally strong standards with occasional stress from self-demands.

Insecure ChildrenIC

This scale measures how strongly a child tends to doubt themselves and avoid initiative or independent decision-making.

example score3/5

3/5Moderate insecurityexample score

1 – 2Low insecurity

3Moderate insecurity

4 – 5High insecurity

A score of 3 indicates a moderate level of insecurity, suggesting the child may sometimes hesitate to take initiative or make decisions without reassurance.

Anxious ChildrenAC

Measures the degree of worry, insecurity, and tension that may affect a child’s learning and social adjustment.

example score3/5

3/5Moderateexample score

1 – 2Low

3Moderate

4 – 5High

A score of 3 indicates a moderate level of anxiety-related behaviors, suggesting occasional worry or insecurity that may sometimes interfere with everyday functioning.

Infantile ChildrenIC

Measures the degree of behavioral and emotional immaturity that may interfere with independence and group adaptation.

example score3/5

3/5Moderateexample score

1 – 2Low

3Moderate

4 – 5High

A score of 3 indicates a moderate level of infantile features, suggesting occasional immaturity that may affect responsibility and adaptation in group situations.

just completed the test

DATA-BASED USER COHORTS

Who Usually Takes This Test?

Classroom teachers

41%OF USERS

Teachers use it to quickly screen students who show learning, behavior, or social difficulties and decide who may need extra support.

Concerned parents and guardians

34%OF USERS

Parents take it when they notice changes at home or school and want an early check for developmental or emotional risk factors.

School psychologists and counselors

25%OF USERS

Specialists use it for initial monitoring and to prioritize follow-up assessment or preventive work with specific children.

BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.

Benchmarking

See How You Compare

Once you complete the test, your results are compared with real-world data from people in your country.
Below is a preview of how scores are typically distributed across each scale.

Shaded area — where most people score

Dot — the average

You — your score lands on each curve after the test— your score, after the test

Stuck ChildrenSC

You?

Average3.7

Typical rangeTypical3 – 4.5

Possible1 – 5

Hyperthymic ChildrenHC

You?

Average3.3

Typical rangeTypical2.7 – 3.8

Possible1 – 5

Asthenic ChildrenAC

You?

Average3.3

Typical rangeTypical2.7 – 3.9

Possible1 – 5

Difficulties with Self-OrganizationDwS

You?

Average2.2

Typical rangeTypical1.5 – 2.9

Possible1 – 5

High Achievers and PerfectionistsHAaP

You?

Average3.8

Typical rangeTypical3.2 – 4.4

Possible1 – 5

Insecure ChildrenIC

You?

Average3.9

Typical rangeTypical3.4 – 4.4

Possible1 – 5

Anxious ChildrenAC

You?

Average3.5

Typical rangeTypical2.8 – 4.2

Possible1 – 5

Infantile ChildrenIC

You?

Average2

Typical rangeTypical1.4 – 2.7

Possible1 – 5

Featured On

SAMPLE QUESTIONS

Example Questions From the Test

- Yes
- No
- Yes
- No
- Yes
- No

These are 3 of the 33 real questions — the rest appear in the test. No sign-up needed to start.

WHAT THE TEST MEASURES

At-Risk Children Identification Test - Description and methodology of the test

accentuations

Adults who care for, teach, or support a child can use this profile to organize observations about everyday functioning, emotional reactions, and school-related habits. The At-Risk Children Identification Test is most useful when a child’s behavior seems uneven, difficult to interpret, or in need of practical support. Used as an at-risk children assessment, the profile highlights patterns for discussion rather than reducing the child to a single label.

What This Assessment Explores

The dimensions are:

Perseverative Children (1-5) reflects grievance dwelling; Low 1-2.3; Moderate 2.4-3.6; High 3.7-5.
Hyperthymic Children (1-5) reflects activity, sociability, and self-control challenges; Low 1-2.3; Moderate 2.4-3.6; High 3.7-5.
Asthenic Children (1-5) reflects fatigue and reduced capacity; Low 1-2; Moderate 3-3; High 4-5.
Self-Organization Difficulties (1-5) reflects planning difficulty; Low difficulty 1-2; Moderate difficulty 3-3; High difficulty 4-5.
High Achievers and Perfectionists (1-5) reflects perfectionistic stress; Low 1-2; Moderate 3-3; High 4-5.
Insecure Children (1-5) reflects indecision and low initiative; Low insecurity 1-2; Moderate insecurity 3-3; High insecurity 4-5.
Anxious Children (1-5) reflects worry and insecurity; Low 1-2; Moderate 3-3; High 4-5.
Infantile Children (1-5) reflects emotional immaturity; Low 1-2; Moderate 3-3; High 4-5.

Together, they create a child risk profile.

Methodology and Scientific Basis

Each item describes an observable situation involving schoolwork, pace, fatigue, decision-making, self-checking, emotional tension, or behavior. The respondent selects Yes or No, so answers should reflect repeated observations rather than an isolated incident or assumed motive.

Responses are grouped into the displayed dimensions and reported as profile values from 1 to 5. The questionnaire does not document equal point values for every answer or an item-by-item weighting rule, so the result is a summarized profile rather than a hand-calculated diagnostic index. The bands describe relative levels.

The closest named source is Surikova's 2009 risk-group questionnaire, with related methodological material by Surikova (2009) on examination readiness. Stepanyuk (2023) discusses Surikova’s risk-group methods alongside other approaches. Together, these references place the questionnaire within a risk-group screening tradition.

In practice, a risk assessment for children works best when the adult considers context, the child’s current state, and the reliability of the observations. The questionnaire does not document standard norms or clinical validation, and proxy answers can vary with perspective and circumstances, so its bands should guide contextual follow-up rather than define the child.

Author: Thomas M. Achenbach

Literature:

Surikova, Nadezhda Vasilievna. 2009. Questionnaire for Identifying Children at Risk. Unpublished diagnostic questionnaire, Center for Education No. 1861 "Zagorye," Moscow.
Surikova, Nadezhda Vasilievna. 2009. On the Diagnosis of Readiness for the Unified State Examination. Methodological materials, Center for Education No. 1861 "Zagorye," Moscow.
Stepanyuk, Ekaterina A. 2023. Psychological Characteristics of Juvenile Delinquents: Possibilities of Psychological Diagnostics. North-Caucasian Psychological Bulletin, 21(2), 45-59. 10.21702/ncpb.2023.2.5

Updated: 2025-10-02