Abstract: Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in childhood, with the main symptoms of inattention, hyperactivity and impulsivity. ADHD children usually have difficulties with academic performance, peer relationships and emotional regulation. School bullying is an act of bullying and humiliation that occurs deliberately or maliciously between students through physical, verbal and online means, causing harm and having a negative psychological impact on both the bully and the person being bullied. Children with ADHD are more likely to engage in school bullying than normal children, and the impact of school bullying on ADHD children is more severe. Individual characteristic factors such as age and ADHD symptoms, as well as risk factors such as peer relationships and parenting styles may all be potential factors influencing the involvement of ADHD children in school bullying, and the experience of school bullying may lead to a variety of mental health problems in ADHD children. Intervention strategies for school bullying need to take into account the unique nature of ADHD children. Multi-level school bullying intervention for ADHD children from family, school and society may be a more effective measure.

Key words: attention deficit hyperactivity disorder, school bullying, peer relationships, mental health

摘要： 注意缺陷多动障碍(ADHD)是一种在儿童期常见的神经发育障碍,其主要症状表现为注意力不集中、多动和冲动。ADHD儿童在学业成绩、同伴关系和情绪调节等方面存在困难。校园欺凌是发生在学生之间蓄意或恶意通过肢体、语言及网络等手段,实施欺负、侮辱造成伤害的行为,对欺凌者和受欺凌者的心理都会产生不良的影响。与正常儿童相比,ADHD儿童更容易参与校园欺凌行为,且校园欺凌对ADHD儿童造成的影响更严重。年龄和ADHD症状等个人特征因素,同伴关系和父母教养方式等风险因素都可能是影响ADHD儿童参与校园欺凌的潜在因素,而校园欺凌经历可能导致ADHD儿童出现各种心理健康问题。对于校园欺凌的干预策略需考虑到ADHD儿童的特殊性,从家庭、学校和社会对ADHD儿童进行多层面的干预可能是更有效的措施。

关键词: 注意缺陷多动障碍, 校园欺凌, 同伴关系, 心理健康