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Preschool Attention-Deficit/Hyperactivity and Oppositional Defiant Problems as Antecedents of School Bullying

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Objective

To examine whether early manifestations of attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) increase children’s later risk of bullying or victimization.

Method

Using a population-based, prospective cohort, our multi-informant approach comprised reports of parents, teachers, and peers. ADHD and ODD behavioral problems at ages 1.5, 3, and 5 years were determined from parental reports on the Child Behavior Checklist. Later bullying behavior at school was reported by teachers using a questionnaire (n = 3,192, mean age 6.6 years), and by peer/self-reports using peer nominations (n = 1,098, mean age 7.6 years). We examined the following: whether problem behavior scores at age 1.5, 3, or 5 years predicted a risk of bullying involvement; and whether high or increasing behavioral problems throughout ages 1.5 to 5 years were associated with bullying involvement at school. Analyses were adjusted for a range of child and maternal covariates.

Results

Behavioral problems at a young age each predicted later bullying involvement at school. For example, higher ADHD problem scores at age 3 years were associated with the risks of becoming a bully or a bully–victim (ORBULLY = 1.20, 95% CI = 1.07–1.35 [teacher report], ORBULLY–VICTIM = 1.28, 95% CI = 1.14–1.43 [teacher report], and ORBULLY–VICTIM = 1.35, 95% CI = 1.03–1.78 [peer/self-report]). Children whose behavioral problem scores were high or increased over time consistently had elevated risks of becoming a bully or a bully–victim.

Conclusion

Behavioral problems at a young age may predispose children to bullying involvement in early elementary school.

Section snippets

Design

Our study was embedded in the Generation R Study, a large, population-based birth cohort in Rotterdam, the Netherlands. The cohort was set up to study children’s health and development from fetal life onward. All pregnant women living in Rotterdam with an expected delivery date between April 2002 and January 2006 were invited to participate (baseline participation rate 61%).14 Regular assessments have been carried out in children and parents throughout the preschool period.14, 15 Full consent

Results

Children’s baseline characteristics are presented in Table 1. Based on teachers’ ratings, 69.9% of children were categorized as uninvolved in bullying, 14.1% as bullies, 4.2% as victims, and 11.8% as bully–victims. Proportions of bullying involvement in the peer/self-reported sample were as follows: 70.1% uninvolved in bullying, 10.8% bullies, 13.1% victims, and 6% bully–victims.

Discussion

ADHD and ODD at preschool age predicted children’s risk of bullying involvement in the first years of elementary school, suggesting a possible antecedent effect. These behavioral problems were associated with the risks of becoming a bully or a bully–victim, and, to a lesser extent, with becoming a (pure) victim.

By unfolding the temporal antecedence of early ADHD and ODD problems in relation to subsequent school bullying, we add to studies that primarily examined the concurrent social problems

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  • Cited by (0)

    The Generation R Study is conducted by the Erasmus Medical Center Rotterdam, the Municipal Health Service Rotterdam Area, and the Stichting Trombosedienst en Artsenlaboratorium Rijnmond (STAR), Rotterdam, the Netherlands. Generation R is made possible by financial support from the Erasmus Medical Center Rotterdam, and the Netherlands Organization for Health Research and Development (NWO-ZonMw Geestkracht 10.000.1003). Additional grants were obtained from the Netherlands Organization for Scientific Research (VIDI017.106.370 to H.T.), and from the Sophia Foundation for Medical Research SSWO (grant 602 to P.W.J.).

    The authors greatly acknowledge the contribution of participating children and their parents, schools, general practitioners, hospitals, midwives, and pharmacies in the Rotterdam area.

    Disclosure: Dr. Verhulst has received remuneration as contributing author of the Achenbach System of Empirically Based Assessment (ASEBA). Dr. Shaw has received grant or research support from the Intramural Program of the National Institutes of Health. Drs. Verlinden, Jansen, Veenstra, Jaddoe, Hofman, and Tiemeier report no biomedical financial interests or potential conflicts of interest.

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