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A child’s ability to adapt to the social norms of the world is imperative to the child’s
overall development. Both nature and nurture factors shape a child’s personality and their ability
to interact with their peers. For children with Attention Deficit Hyperactivity Disorder, a barrier
stands between the child’s natural tendencies and social acceptance. As educators, it is our duty
to help our students overcome these barriers and become successful in ways that they cannot
imagine.

“Attention-deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder with
core symptoms that include hyperactivity, impulsiveness, and inattention, and it is the most
common psychiatric disorder among children and adolescents” (Usami 2016). Children with
ADHD tend to have trouble with self-presentation, take a more negative point of view on most
subjects, and they often have an insensitive and self-centered disposition when interacting with
others. Due to their struggles with social interaction, children with ADHD often suffer a deficit
in their development as a whole (Normand et al. 2011). As educators, intervention is essential. In
a world that rejects those that do not belong, a kind teacher can make a significant different in a
child’s life. Successful, positive friendships are a key component of a child’s social development.
This presents a significant challenge in their daily school lives, and an educator must constantly
be searching for ways to assist the child in any way possible. This can include a vast array of
strategies such as helping the child to find common interest with their peers, practicing social
interactions, and above all being a friend to the child that struggles to belong. All in all, we as
teachers know that children can often be cruel. When a child fails to understand the social cues
of their peers and is rejected, we must guide our students into being comfortable enough with
their own interaction abilities to be confident in social situations.

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