SOCIAL SELF-PERCEPTION OF ACCEPTANCE AND REJECTION IN PRIMARY-SCHOOL STUDENTS WITH AND WITHOUT ATTENTION-DEFICIT/HYPERACTIVITY DISORDER REJECTED BY PEERS

Rejection in classrooms is common, especially towards students with attention-deficit/hyperactivity disorder (ADHD). This study analyzed the social self-perception of rejected students with adhd-combined subtype (ADHD-C) and without adhd. Moreover, both groups were compared regarding the reasons they argued for acceptance and rejection. Participants were 24 rejected students (12 with ADHD-C and 12 without adhd), selected through nominations from 584 second- and third-grade primary-school students (ages 8-12). Questions about social perception of acceptance and rejection from a sociometric questionnaire were used. Results indicated the existence of significant differences between both groups of rejected students in self-perceptions of a positive social nature. In addition, both groups showed a different profile in the reasons they argued for the rejection towards them.