BULLYING, SCHOOL EXCLUSION, AND PSYCHOLOGICAL DISTRESS IN CHILDREN AND ADOLESCENTS WITH ADHD AND OPPOSITIONAL DEFIANT DISORDER: IMPLICATIONS FOR MENTAL HEALTH, EDUCATIONAL INCLUSION, AND DEPRESSION PREVENTION
DOI:
https://doi.org/10.63330/sasciencesv6n2-150Keywords:
Attention-Deficit/Hyperactivity Disorder, Bullying, Inclusive education, Mental health, Oppositional Defiant DisorderAbstract
Bullying, school exclusion, and psychological distress represent major challenges for children and adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD), compromising their emotional, social, and academic development. This study aims to analyze the impact of these experiences on mental health, emphasizing their implications for educational inclusion and depression prevention. This is a narrative literature review based on the analysis of national and international scientific articles, guidelines, and technical documents addressing bullying, neurodevelopmental disorders, child and adolescent mental health, and inclusive education. The evidence indicates that students with ADHD and ODD are more vulnerable to school victimization, social isolation, poor academic performance, and the development of anxiety and depressive symptoms, particularly in educational environments lacking inclusive practices and adequate psychosocial support. Conversely, multidisciplinary interventions, teacher training, family involvement, anti-bullying programs, and inclusive educational strategies contribute to reducing psychological distress and strengthening protective factors. It is concluded that collaboration among healthcare professionals, educators, and families is essential to promote mental health, prevent depression, and ensure inclusive education for children and adolescents with ADHD and Oppositional Defiant Disorder.
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