Hyperactivity, inattention, and student engagement: The protective role of relationships with teachers and peers

Abstract

This study examines whether closeness with teachers and prosociality toward peers protect students displaying hyperactive or inattentive behaviors against behavioral, emotional, and cognitive disengagement throughout the school year. We collected data from a sample of 513 fourth- to sixth-grade students (50.5% girls) in seven elementary schools. Path analysis results first revealed that students who displayed high levels of inattention showed increased behavioral disengagement, while this trend was only marginal for students displaying high hyperactivity. Findings further suggested that, for students with high levels of hyperactivity or inattention, student-teacher closeness acted as a protective factor against behavioral disengagement. When students did not share such positive relationships with teachers, they reported a decrease in behavioral engagement as their level of hyperactivity or inattention increased. This protective role of student-teacher closeness was also found for the influence of hyperactivity on cognitive engagement in boys, but not in girls. Finally, prosociality had a direct positive influence on student cognitive engagement. It was also a moderator of the link between student hyperactivity and behavioral engagement; a high level of hyperactivity was not associated with behavioral disengagement for students who are prosocial toward peers. Overall, these results suggest that positive relationships with peers and teachers are important protective factors for hyperactive or inattentive students, especially against their behavioral disengagement in school.