Attention deficit/hyperactivity disorder (ADHD) is associated with friendship difficulties. This may partly account for the increasingly recognised association between ADHD and subsequent depression. Little is known about the types of friendship difficulties that could contribute to the association between ADHD and depressive symptoms and whether other relationships, such as parent–child relationships, can mitigate against potential adverse effects of friendship difficulties. In a representative UK school sample (n = 1712), three main features of friendship (presence of friends, friendship quality and characteristics of the individual’s classroom friendship group) were assessed in a longitudinal study with two assessment waves (W1, W2) during the first year of secondary school (children aged 11-12 years). These friendship features (W1) were investigated as potential mediators of the prospective association between teacher-rated ADHD symptoms (W1) and self-rated depressive symptoms (W2) seven months later. Parent–child relationship quality (W1) was tested as a moderator of any indirect effects of ADHD on depression via friendship. ADHD symptoms were inversely associated with friendship presence, friendship quality and positive characteristics of classroom friendship groups. Depressive symptoms were inversely associated with presence and quality of friendships. Friendship quality had indirect effects in the association between ADHD and subsequent depressive symptoms. There was some evidence of moderated mediation, whereby indirect effects via friendship quality attenuated slightly as children reported warmer parent–child relationships. This highlights the importance of considering the quality of friendships and parent–child relationships in children with ADHD symptoms. Fostering good quality relationships may help disrupt the link between ADHD symptomology and subsequent depression risk.

注意力缺陷/多动障碍（ADHD）与友谊困难有关。这可能部分解释了人们越来越认识到多动症与随后的抑郁症之间的关联。对于哪些类型的友谊困难可能会导致多动症和抑郁症状之间的关联，以及其他关系（例如亲子关系）是否可以减轻友谊困难的潜在不利影响，人们知之甚少。在具有代表性的英国学校样本（ n = 1712）中，在纵向研究中通过两次评估波（W1，W2）评估了友谊的三个主要特征（朋友的存在、友谊质量和个人课堂友谊群体的特征）。中学一年级（11-12 岁儿童）。七个月后，这些友谊特征（W1）被作为教师评价的多动症症状（W1）和自评抑郁症状（W2）之间前瞻性关联的潜在中介因素进行了调查。亲子关系质量（W1）被测试为多动症通过友谊对抑郁症产生间接影响的调节因素。 ADHD 症状与友谊存在、友谊质量和课堂友谊团体的积极特征呈负相关。抑郁症状与友谊的存在和质量呈负相关。友谊质量对多动症和随后的抑郁症状之间的关联有间接影响。有一些证据表明存在适度的中介作用，即当孩子们报告亲子关系更加温暖时，通过友谊质量产生的间接影响略有减弱。 这凸显了考虑患有多动症症状的儿童的友谊和亲子关系的质量的重要性。培养良好的人际关系可能有助于破坏多动症症状与随后的抑郁症风险之间的联系。