Children with attention-deficit/hyperactivity disorder (ADHD) commonly experience poor social functioning. Previous investigations have focused on risk factors for social impairment such as children’s comorbid behavior problems and negative parenting. By contrast, few studies have considered parent and teacher processes that contribute to social resilience. We investigated how potential risk factors (child externalizing behavior, child internalizing behavior, negative parenting) and compensatory/protective factors (parent social competence, positive teacher-child relationship quality) may relate to social competence in children with ADHD. Participants were 213 children with ADHD (148 boys; ages 6–11). Using a cross-sectional design, parents and teachers reported on children’s comorbid externalizing and internalizing behavior problems and social skills. Parents also reported on their own social competence and parenting practices, while teachers reported on their relationship quality with the children in the study. Results indicated that: (a) the risk factors of child externalizing and internalizing behavior were associated with poorer child social skills; (b) positive teacher-child relationship quality and high parent social competence were associated with better child social skills after statistical control of risk factors; (c) high parent social competence mitigated the association between child externalizing behavior and poor child social skills; and (d) positive teacher-child relationship quality mitigated the association between child internalizing behavior and poor child social skills. The presence of positive parent and teacher constructs was not necessarily equivalent to the absence of negative constructs, suggesting complexity in risk and resilience processes. We discuss the clinical implications of these findings for encouraging social resilience among children with ADHD.

患有注意力缺陷/多动症（ADHD）的儿童通常会经历较差的社交功能。先前的调查集中在社会损害的风险因素上，例如孩子的共病行为问题和负父母感。相比之下，很少有研究考虑父母和教师的过程有助于社会适应力。我们调查了潜在的危险因素（儿童外在行为，儿童内在行为，负父母养育）和补偿性/保护性因素（父母社会能力，积极的师生关系质量）如何与多动症儿童的社会能力相关。参与者为213名ADHD儿童（148名男孩； 6-11岁）。使用横截面设计 父母和老师报告了儿童共病的行为问题和社交技能的外在和内在化。父母还报告了他们自己的社交能力和养育方式，而老师报告了他们与孩子在研究中的关系质量。结果表明：（a）儿童外在化和内在化行为的危险因素与较差的儿童社交能力有关；（b）在对危险因素进行统计控制之后，积极的师生关系质量和较高的父母社交能力与更好的孩子社交能力有关；（c）父母较高的社交能力减轻了儿童外在化行为与不良儿童社交能力之间的联系；（d）积极的师生关系质量减轻了儿童内化行为与不良儿童社交能力之间的联系。积极的父母和老师结构的存在不一定等同于没有消极结构的存在，这表明风险和适应力过程的复杂性。我们讨论了这些发现对鼓励多动症儿童的社会适应力的临床意义。