A study conducted with children in their early school years suggested that there are emotional and behavioural benefits to being bilingual.[11] In the same study, the findings show that monolingual children, in particular non-English monolingual children, display more poor behavioural and emotional outcomes in their school years. The non-English monolingual children had the highest level of externalizing and internalizing behavioural problems by fifth grade(around 10–11 years of age), even though the children were all measured to have similar levels of internalizing and externalizing behavioural problems at the start[clarification needed]. In contrast, the fluent bilingual and non-English dominant bilingual children were found to have the lowest level of these behavioural problems.