School Adjustments in Children with Attention Deficit Hyperactivity Disorder (ADHD): Peer Relationships, the Quality of the Student-Teacher Relationship, and Children’s Academic and Behavioral Competencies

Abstract This study aimed to investigate how children with attention deficit hyperactivity disorder (ADHD) adjust to school when compared to typically developing students. The convenience sample consisted of 135 children—27 with ADHD and 108 in the control group—and 19 prevalent teachers from 6 primary and secondary schools in Northwest Italy. Children were assessed with a sociometric questionnaire. Evaluations were also used to assess teachers’ perceptions of their relationships with their students, children’s behaviors, and children’s academic competencies. Chi-squared tests, independent sample t tests, bivariate correlations, and one-way multivariate analyses of variance (MANOVA) were used to analyze the data. The chi-squared test showed that children with ADHD were rejected by their peers and more unpopular than expected. The results of the one-way MANOVA tests showed greater difficulty on the teacher’s part in establishing relationships based on affective closeness with children with ADHD than with typically developing children. Children with ADHD also showed higher levels in emotional symptoms, behavioral problems, hyperactivity, and peer problems than typically developing children. This study’s findings suggest that teachers should consider the wellbeing of children with ADHD to improve their social and behavioral development on children’s ability to adjust to school.