Research predominantly focuses on problematic behaviors in children with symptoms of attention-deficit/hyperactivity disorder (ADHD) to explain why they are disliked by their classroom peers. By contrast, the current study explores characteristics of peers that are associated with them disliking classmates with ADHD symptoms. To do so, we undertook a novel methodological approach using hierarchical linear modeling to examine the strength of the association between child characteristics, their sociometric ratings given to classmates, and the recipients’ ADHD symptom levels. Participants were 194 children (Grades K–4) in 12 classrooms. Using the sociometric method, children rated their liking versus disliking of each classmate. Children’s ADHD symptoms were reported by the teacher. Children’s self-reported stigma about ADHD, their own sociometric ratings received, and teacher ratings of children’s academic competence were collected. Results suggested that children who reported more stigma about ADHD, and who were more socially and academically competent, had a stronger negative association between the sociometric ratings they gave and the recipients’ ADHD symptoms (i.e., were more likely to dislike classmates with ADHD symptoms). These effects were strongest at the end of the academic year relative to the beginning of the year. Implications for interventions targeting the peer group are discussed.

研究主要集中在有注意力缺陷/多动障碍 (ADHD) 症状的儿童的问题行为上，以解释他们为什么不被课堂同龄人喜欢。相比之下，目前的研究探讨了与他们不喜欢有 ADHD 症状的同学相关的同龄人的特征。为此，我们采用了一种新的方法论方法，使用分层线性模型来检查儿童特征、他们给予同学的社会计量学评级以及接受者的 ADHD 症状水平之间的关联强度。参与者是 12 个教室的 194 名儿童（K-4 年级）。使用社会计量学方法，孩子们评估他们对每个同学的喜欢与不喜欢。孩子的多动症症状由老师报告。儿童自我报告的关于多动症的耻辱，他们收到了他们自己的社会计量评级，并收集了教师对儿童学术能力的评级。结果表明，那些报告对多动症有更多耻辱感、在社交和学业上更有能力的孩子，在他们给出的社会测量评分与接受者的多动症症状之间有更强的负相关（即，更有可能不喜欢有多动症症状的同学） . 相对于年初，这些影响在学年结束时最为强烈。讨论了针对同龄群体的干预措施的影响。他们给出的社会计量学评级与接受者的多动症症状之间存在更强的负相关（即，更有可能不喜欢有多动症症状的同学）。相对于年初，这些影响在学年结束时最为强烈。讨论了针对同龄群体的干预措施的影响。他们给出的社会计量学评级与接受者的多动症症状之间存在更强的负相关（即，更有可能不喜欢有多动症症状的同学）。相对于年初，这些影响在学年结束时最为强烈。讨论了针对同龄群体的干预措施的影响。