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A49 - The Moderating Role of the Student-Teacher Relationship on the Inattentive Presentation of ADHD in Girls and Experiences of Peer Victimization
Girls tend to display higher rates of inattentive ADHD symptoms than boys (Hinshaw, 2022).
A49 - The Moderating Role of the Student-Teacher Relationship on the Inattentive Presentation of ADHD in Girls and Experiences of Peer Victimization
Mentor: Aaron Luebbe, Ph.D.
Girls tend to display higher rates of inattentive ADHD symptoms than boys (Hinshaw, 2022)
Girls with inattentive ADHD symptoms are at risk for peer victimization (Elkins et al., 2011), due to deficits in emotion regulation and inappropriate social behaviors (Soucisse et al., 2015)
Girls most often experience social victimization (e.g., spreading rumors, ignoring) (Rose & Rudolph, 2006)
Teachers can serve as a protective factor against peer victimization for girls with inattentive ADHD symptoms (Iznardo et al., 2023).
Positive student-teacher relationships can promote self-regulation and prosocial skills (Iznardo et al., 2023)
Self-regulation and prosocial skills are associated with lower rates of peer victimization (Bustinza et al., 2022)