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The root of a child’s struggle to make positive friendships lies in their unusual manner of
self-presentation. Children with ADHD have a low understanding of what normal self-
presentational methods are; therefore, they are rejected by their peers (Kloo & Kain 2016).
Children with ADHD have overactive minds that cause them to pay little attention to social cues
and self-evaluation in social situations. As a result, self-presentation often comes across to their
peers as obnoxious and overbearing. As children with ADHD are presented with social
situations, they begin to become frustrated when they are not successful. Their frustration with
the struggle of making friends often leads to struggles with behavioral and academic issues.
Educators are presented with frustrated children almost on a daily basis. We guide them through
academic struggles on a daily basis, and frustrations is often a daily barrier that the students face.
As we help them overcome academic struggles, we must also work on their social interactions.
The benefits of close friendships are essential for children. Though challenges present
themselves as children with Attention Deficit Hyperactivity Disorder attempt to interact socially,
establishing friendships is not impossible. However, friendships are often unhealthy and do not
last for long periods of time. Children with ADHD tend to take more negative viewpoints of their
friendships than children without ADHD, and they are often less satisfied with their friendships.
When presented with typical middle childhood games, children with ADHD tend to take a more
self-centered position with attempts to control their peers. In every friendship, some type of
conflict at some point in the relationship is inevitable. The ways in which each member of the
friendship handles the conflict determines how successful the friendship will be. Children with
ADHD tend to be very one-sided when issues arise and they have little motivation to
compromise on issues with their peers (Normand et al. 2011). Undiagnosed children do not
understand the behavior of the diagnosed child, and they eventually become uninterested in the

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