Earlier research has indicated that students displaying hyperactivity struggle with their social inclusion. To foster social inclusion, students’ attitudes as well as inter-group contact have been identified as possible key factors. In this study, the social inclusion of students who display hyperactivity in general and classmates’ attitudes towards such peers have been investigated. Data of 314 students (aged 9–11) and estimated dynamic social network models for the co-evolution of friendships and attitudes are relied on. Results reveal that students displaying hyperactivity are at risk of lower social inclusion. Results do not indicate that having friends or classmates who display hyperactivity is significantly associated with one's attitudes towards such peers in either causal direction.

中文翻译：

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小学生对多动同龄人的态度：考察同性和群体间接触对学生社会包容的影响

早期的研究表明，表现出多动症的学生与他们的社会包容作斗争。为了促进社会包容，学生的态度以及群体间的接触已被确定为可能的关键因素。在这项研究中，调查了普遍表现出多动症的学生的社会包容性以及同学们对这些同龄人的态度。依赖于 314 名学生（9-11 岁）的数据和估计的用于友谊和态度共同进化的动态社交网络模型。结果表明，表现出多动症的学生面临较低社会包容性的风险。结果并不表明拥有表现出多动症的朋友或同学与一个人对这些同龄人的态度在任何一个因果方向上都有显着相关性。