Self and hetero-perception and discrimination in Attention Deficit Hyperactivity Disorder

Area of Science:

• Educational Psychology
• Child Psychology
• Special Education

Background:

• Understanding peer perception is crucial for social integration of students with Attention Deficit Hyperactivity Disorder (ADHD).
• Previous research indicates potential biases in how children perceive neurodevelopmental differences.
• Exploring the self-perception of students diagnosed with ADHD offers a comparative perspective on social dynamics.

Purpose of the Study:

• To compare external perceptions of peers towards students with ADHD with the self-perceptions of students diagnosed with ADHD.
• To analyze how these perceptions differ between students with and without an ADHD diagnosis.
• To investigate the influence of academic progression on peer perception of students with ADHD.

Main Methods:

• Development and administration of an ad hoc questionnaire.
• Data collection from Primary Education students regarding perceptions of classmates with ADHD.
• Inclusion of self-perception data from students diagnosed with ADHD.

Main Results:

• External perception of peers towards students with ADHD was significantly more positive than the self-perception of diagnosed students.
• Perception of schoolmates towards students with ADHD tended to become more negative in higher academic grades.
• A notable discrepancy exists between how peers view students with ADHD and how those students view themselves.

Conclusions:

• Findings highlight a potential gap in understanding and empathy towards students with ADHD as they progress academically.
• The study underscores the need to address social prejudice and negative attitudes linked to ADHD symptoms (inattention, hyperactivity, impulsivity).
• Interventions may be necessary to foster more accurate and supportive peer perceptions, mitigating the negative impact on students with ADHD.