ADHD Parenting How to Improve Social Skills in Children With ADHD By Keath Low Keath Low Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD. Learn about our editorial process Updated on February 28, 2021 Medically reviewed Verywell Mind articles are reviewed by board-certified physicians and mental healthcare professionals. Medical Reviewers confirm the content is thorough and accurate, reflecting the latest evidence-based research. Content is reviewed before publication and upon substantial updates. Learn more. by Ann-Louise T. Lockhart, PsyD, ABPP Medically reviewed by Ann-Louise T. Lockhart, PsyD, ABPP Facebook LinkedIn Ann-Louise T. Lockhart, PsyD, ABPP, is a board-certified pediatric psychologist, parent coach, author, speaker, and owner of A New Day Pediatric Psychology, PLLC. Learn about our Medical Review Board Print Hero Images / Getty Images Having positive peer relationships and friendships is important for all children. Unfortunately, many kids with attention deficit hyperactivity disorder (ADHD) have a hard time making and keeping friends and being accepted within the larger peer group. The impulsiveness, hyperactivity, and inattention associated with ADHD can wreak havoc on a child's attempts to connect with others in positive ways. Not being accepted by one's peer group, feeling isolated, different, unlikeable and alone—this is perhaps the most painful aspect of ADHD-related impairments and these experiences carry long-lasting effects. Positive connections with others are so important. Though kids with ADHD desperately want to make friends and be liked by the group, they often just don't know how. The good news is that you can help your child develop these social skills and competencies. Increasing Your Child's Social Awareness Research finds that children with ADHD tend to be extremely poor monitors of their own social behavior. They often do not have a clear understanding or awareness of social situations and the reactions they provoke in others. They may feel that an interaction with a peer went well, for example, when it clearly did not. ADHD-related difficulties can result in weaknesses in this ability to accurately assess or "read" a social situation, self-evaluate, self-monitor, and adjust as necessary. These skills must be taught directly to your child. Teach Skills Directly and Practice, Practice, Practice Children with ADHD tend to have a hard time learning from past experiences. They often react without thinking through consequences. One way to help these kids is to provide immediate and frequent feedback about inappropriate behavior or social miscues. Role-playing can be very helpful to teach, model, and practice positive social skills, as well as ways to respond to challenging situations like teasing. Start by focusing on one or two areas your child is struggling with the most. This helps ensure the learning process doesn't become too overwhelming. Many kids with ADHD have difficulty with the basics, like starting and maintaining a conversation or interacting with another person in a reciprocal manner (for example, listening, asking about the other child's ideas or feelings, taking turns in the conversation, or showing interest in the other child), negotiating and resolving conflicts as they arise, sharing, maintaining personal space, and even speaking in a normal tone of voice that isn't too loud. Clearly identify and give information to your child about social rules and the behaviors you want to see. Practice these prosocial skills again and again and again. Shape positive behaviors with immediate rewards. How to Help ADHD Children Succeed in Group Situations Create Opportunities for Friendship Development For preschool and elementary school-age children, play dates provide a wonderful opportunity for parents to coach and model positive peer interactions for their child and for the child to practice these new skills. Set up these playtimes between your child and one or two friends at a time—rather than a group of friends. Structure the playtime so that your child can be most successful. Think of yourself as your child's "friendship coach." Carefully consider the length of time a playdate will run and choose activities that will keep your child most interested. As a child gets older, peer relationships and friendships are often more complicated, but it is equally important for you to continue to be involved and to facilitate positive peer interactions. The middle school and high school years can be brutal for a child who struggles socially. Even if a child remains unaccepted by the peer group at large, having at least one good friend during these years can often protect the child from the full-on negative effects of ostracism by the peer group. Middle or high schoolers who have experienced social isolation and repeated rejection may feel desperate to belong to any peer group that accepts them—even one with a negative influence. Research and get involved in groups in your community that foster positive peer relationships and social skills development like Boy Scouts, Indian Guides, Girl Scouts, Girls on the Run, sports teams, etc. Make sure the group leaders or coaches are familiar with ADHD and can create a supportive and positive environment for learning prosocial skills. Communicate with the school, coaches, and neighborhood parents so you know what is going on with your child and with whom your child is spending time. A child's peer group and the characteristics of this group have a strong influence on the individuals within the group. Work With the School to Improve Peer Status Once a child is labeled by their peer group in a negative way because of social skill deficits, it can be very hard to dispel this reputation. In fact, having a negative reputation is perhaps one of the largest obstacles your child may have to overcome socially. Studies have found that the negative peer status of children with ADHD is often already established by early-to-middle elementary school years and this reputation can stick with the child even as they begin to make positive changes in social skills. For this reason, it can be helpful for parents to work with their child's teachers, coaches, etc. to try to address these reputational effects. Establish a positive working relationship with your child's teacher. Tell them about your child's areas of strength and interests, as well as what they've been struggling with. Share any strategies you've found helpful when working on your child's areas of weakness. Young children often look to their teacher when forming social preferences about their peers. A teacher's warmth, patience, acceptance, and gentle redirection can serve as a model for the peer group and have some effect on a child's social status. When a child has experienced failures in the classroom, it becomes even more and more important for the child's teacher to consciously find ways to draw positive attention to that child. One way to do this is to assign the child special tasks and responsibilities in the presence of the other children in the classroom. Make sure these are responsibilities in which your child can experience success and develop better feelings of self-worth and acceptance within the classroom. Doing this also provides opportunities for the peer group to view your child in a positive light and may help to stop the group process of peer rejection. Pairing the child up with a compassionate "buddy" within the classroom can also help facilitate social acceptance. How to Create an ADHD-Friendly Home and Classroom Collaborate with your child's teacher to make sure the classroom environment is as "ADHD-friendly" as possible so that your child is better able to manage ADHD symptoms. Work together with the teacher (and coach or another adult caregiver) on effective behavior management approaches, as well as social skills training. Medication, when appropriate, is often helpful in reducing the negative behaviors that peers find off-putting. If your child is on medication to help manage symptoms of ADHD, be sure to work closely and collaboratively with your child's doctor. In order for the medication to provide the optimal benefit that it can in helping to manage the core ADHD symptoms, there is often an ongoing need to monitor, fine-tune, and make adjustments along the way. 18 Strategies to Help Students with ADHD 7 Sources Verywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read our editorial process to learn more about how we fact-check and keep our content accurate, reliable, and trustworthy. Bunford N, Evans SW, Langberg JM. Emotion Dysregulation Is Associated With Social Impairment Among Young Adolescents With ADHD. J Atten Disord. 2018;22(1):66-82. doi:10.1177/1087054714527793 Hoza, B. Peer functioning in children with ADHD. Ambul Pediatr. 2007;7(1 Suppl):101-106. doi:10.1016/j.ambp.2006.04.011 Gardner DM, Gerdes AC. A Review of Peer Relationships and Friendships in Youth With ADHD. J Atten Disord. 2015;19(10):844-55. doi:10.1177/1087054713501552 Mikami AY, Smit S, Khalis A. Social Skills Training and ADHD-What Works?. Curr Psychiatry Rep. 2017;19(12):93. doi:10.1007/s11920-017-0850-2 Wilkes-gillan S, Bundy A, Cordier R, Lincoln M, Chen YW. A Randomised Controlled Trial of a Play-Based Intervention to Improve the Social Play Skills of Children with Attention Deficit Hyperactivity Disorder (ADHD). PLoS ONE. 2016;11(8):e0160558. doi:10.1371/journal.pone.0160558 Mikami, AY. The importance of social contextual factors in peer relationships of children with ADHD. Curr Dev Disord Rep. 2015;2(1):30-37. doi:10.1007/s40474-014-0036-0 Golmirzaei J, Mahboobi H, Yazdanparast M, Mushtaq G, Kamal MA, Hamzei E. Psychopharmacology of Attention-Deficit Hyperactivity Disorder: Effects and Side Effects. Curr Pharm Des. 2016;22(5):590-4. doi:10.2174/1381612822666151124235816 Additional Reading Betsy Hoza, Ph.D., Peer Functioning in Children With ADHD. Journal of Pediatric Psychology, 32(6) pp. 655-663, 2007. Betsy Hoza, Sylvie Mrug, Alyson Gerdes; Stephen Hinshaw; William Bukowski; Joel Gold; Helena Kraemer; William Pelham, Jr.; Timothy Wigal; L. Eugene Arnold; What Aspects of Peer Relationships Are Impaired in Children With Attention-Deficit/Hyperactivity Disorder?,Journal of Consulting and Clinical Psychology, 2005, Vol. 73, No. 3, 411-423. Russell Barkley, Taking Charge of ADHD: The Complete, Authoritative Guide for Parents, the Guilford Press, 2005. By Keath Low Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD. See Our Editorial Process Meet Our Review Board Share Feedback Was this page helpful? Thanks for your feedback! What is your feedback? Other Helpful Report an Error Submit Speak to a Therapist for ADHD Advertiser Disclosure × The offers that appear in this table are from partnerships from which Verywell Mind receives compensation.