Children with ADHD tend to be rejected by their peers in greater numbers than their peers who do not have ADHD. This might be because some children without ADHD may view children with ADHD as significantly different from themselves (Harnum, Duffy & Ferguson, 2007) and being different can cause children without ADHD to exclude the children with ADHD from their peer group and treat them as outsiders (Humphrey, Storch & Geffken, 2007). Even though 52% of children with ADHD regularly experience peer rejection, they themselves do not necessarily dislike their more popular peers nor do they necessarily like other children who are peer rejected (Mrug et al, 2012). However, since children with ADHD experience a higher rate of peer rejection, it…show more content… Studies suggest several different interventions that would encourage children with ADHD to have positive 1:1 interactions with their peers both during class time and during the social time of recess and lunch and would help students with ADHD to progress academically. Classwide Peer Tutoring (CWPT) is an instructional strategy where students in the classroom are placed in groups of 2 peers for the purpose of one student giving assistance and instruction to the other. Peers may take turns being the tutor, depending on each student’s understanding of class material. During tutoring sessions, the students spend more time with their partner than usual and are required to give positive feedback to their partner. CWPT has been shown to yield significant positive effects for increased active engagement in class activities, for classroom behavior and for on task behavior for both students with and without ADHD. In addition, the positive interactions resulting from the tutoring session may have impact on social situations outside the classroom (DuPaul, Ervin, Hook, & McGoey,
