Primary school students’ attitudes towards peers displaying hyperactivity: Examining impacts of homophily and inter-group contact on students’ social inclusion

Sepideh Hassani (Corresponding author), Susanne Schwab, Zsofia Boda

Publications: Contribution to journalArticlePeer Reviewed

Abstract

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.
Original languageEnglish
Pages (from-to)765-781
Number of pages17
JournalSocial Development
Volume31
Issue number3
Early online date2 Feb 2022
DOIs
Publication statusPublished - Aug 2022

Austrian Fields of Science 2012

  • 503025 School pedagogy
  • 503034 Inclusive education

Keywords

  • ADHD SYMPTOMS
  • ADOLESCENTS
  • CHILDREN
  • DEPRESSION
  • DIFFICULTIES
  • DIMENSION
  • DISORDER
  • FRIENDSHIPS
  • LINK
  • VICTIMIZATION
  • class composition
  • friendship
  • hyperactivity
  • social inclusion
  • social network analysis

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