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<p>Students with attention-deficit/hyperactivity disorder (ADHD) symptoms often have poor social experiences at school. Although most research has focused on the behaviors of these students that contribute to their negative social experiences, characteristics of the teacher may also be associated with students’ relationships. This study tested the hypothesis that teachers’ greater attributions that students were responsible for their ADHD behaviors, and greater discipline-related stress, would relate to poorer classroom social experiences for their students with ADHD symptoms. Participants were 34 elementary school teachers (94% women) of 134 students selected for being at risk for ADHD and peer problems (<i>M</i>[<i>SD</i>]<sub>Age</sub>=7.42 [1.41]; 79% boys). Teachers rated their attributions about ADHD behaviors before the school year began and their stress levels in the first month of school. Multi-informant reports on students’ relationships with the teacher, peer relationships, and interpersonal skills were collected in the first and last month of the school year. After controlling for student externalizing behaviors, we found that contrary to hypotheses, greater teacher responsibility attributions about ADHD behaviors predicted student self-reports of better relationships with their teacher and peers (with one exception, where it was associated with more peer victimization), and teachers’ reports of higher student interpersonal skills, concurrently or prospectively. Teacher stress was generally not associated with student social experiences. We reflect on reasons why these findings ran counter to our initial hypotheses and discuss directions for future research.</p>

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Associations Between Teacher Attributions and Stress with the Social Experiences of Students at Risk for ADHD and Peer Problems

  • 期刊论文

  • 发表日期：

    2026年3月24日

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  • Laura Joyce,
  • Vasileia Karasavva,
  • Julie Sarno Owens,
  • Steven W. Evans,
  • Amori Yee Mikami

摘要

Students with attention-deficit/hyperactivity disorder (ADHD) symptoms often have poor social experiences at school. Although most research has focused on the behaviors of these students that contribute to their negative social experiences, characteristics of the teacher may also be associated with students’ relationships. This study tested the hypothesis that teachers’ greater attributions that students were responsible for their ADHD behaviors, and greater discipline-related stress, would relate to poorer classroom social experiences for their students with ADHD symptoms. Participants were 34 elementary school teachers (94% women) of 134 students selected for being at risk for ADHD and peer problems (M[SD]Age=7.42 [1.41]; 79% boys). Teachers rated their attributions about ADHD behaviors before the school year began and their stress levels in the first month of school. Multi-informant reports on students’ relationships with the teacher, peer relationships, and interpersonal skills were collected in the first and last month of the school year. After controlling for student externalizing behaviors, we found that contrary to hypotheses, greater teacher responsibility attributions about ADHD behaviors predicted student self-reports of better relationships with their teacher and peers (with one exception, where it was associated with more peer victimization), and teachers’ reports of higher student interpersonal skills, concurrently or prospectively. Teacher stress was generally not associated with student social experiences. We reflect on reasons why these findings ran counter to our initial hypotheses and discuss directions for future research.