Social and Emotional Learning (SEL) is vital for early childhood development, yet low- and middle-income countries often lack proper assessment tools. The Strengths and Difficulties Questionnaire (SDQ) is suitable for countries like India because it is low-cost and reliable. This study investigates its use in India, focusing on the agreement between parents’ and teachers’ reports regarding children’s SEL. The research involved 407 children with Typical Development (TD) and 59 with Developmental Disabilities (DD), aged 4-8 years, from various socioeconomic backgrounds in regions including Chandigarh and the National Capital Region of India. Results indicated that parents of children with TD reported fewer concerns across all SDQ scales—Emotional Symptoms, Conduct Problems, Hyperactivity/Inattention, Peer Relationship Problems, and Prosocial Behavior—compared to parents of children with DD. Teachers’ responses reflected a similar trend. Notably, parents of children with TD noted more concerns than teachers on three scales, while parents of children with DD consistently reported more concerns across all scales. The findings highlight the importance of using multiple informants to assess children’s SEL effectively.