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Background: Youth with attention deficit / hyperactivity disorder (ADHD) are at increased independent risk for bullying involvement or depression yet the topic of bullying involvement and depression in ADHD is poorly understood and largely considered without a guiding theoretical framework. Objective: The primary aim of this review was to synthesize the bullying: depression in ADHD literature using existing bullying and ADHD: depression frameworks and consider the current state of evidence supporting or contradicting these models. Secondary aims included reviewing the limitations of the existing research and providing recommendations for future research. Method: Electronic databases were used to select articles published on this topic. Quantitative, peer reviewed empirical studies conducted on youth with ADHD who were assessed for bullying involvement and depressive symptoms were included. Thirteen studies met strict inclusion criteria. Results: Uniformly, the existing studies reported positive associations between ADHD symptoms/diagnoses, bullying involvement and depressive symptoms. ADHD served as a diathesis for bullying involvement which in turn acted as a moderator of the relation between ADHD symptoms and depressive symptoms (i.e., depression emerges in youth with ADHD if and when they get involved in bullying). Some support, although less voluminous, also existed for bullying involvement as a mediator, or explaining factor, in the link between ADHD and depressive symptoms. Conclusion: Positive associations were reported consistently between bullying involvement and depressive symptoms in youth with ADHD. Findings also suggest that bullying involvement may serve as both a moderator (where bullying increases risk of depression in youth with ADHD) and as a potential mediator of the relationship between ADHD and depression (where bullying is one mechanism whereby ADHD may lead to depression). However, additional longitudinal research is needed to test the temporal associations implied by mediational models, or intervention research aimed at reducing bullying involvements leads to decreased risk of depression in youth with ADHD.

This study examined whether teacher-student relationships protect against peer victimization and its negative psychosocial effects (i.e., depression, anxiety, and stress). Additionally, the influence of teacher-student relationships, peer relationships, and students' perceptions of school order and discipline was investigated as these variables were expected to be negatively related to the former. Data were collected from high school-aged adolescents (N = 539; 51% female) in the U.S. Southwest. Study results indicate that teacher-student relationships buffered against experiencing psychosocial distress associated with peer victimization. Although positive teacher-student relationships, peer relationships, and students' perceptions of school order and discipline all were negatively associated with peer victimization and psychosocial distress, teacher-student relationships were robustly related to peer victimization and psychosocial distress over the influence of the previous variables. In other words, as a key study finding, teacher-student relationships may reduce the impact of peer victimization by mitigating its negative psychosocial effects in a robust yet relatively unexplored way. Therefore, although more research is needed, fostering positive teacher-student relationships might be an effective way to reduce peer victimization as well as its negative effects.