Relationships of bullying involvement with intelligence, attention, and executive function in children and adolescents with attention-deficit/hyperactivity disorder.

Liu et al. (2017) looked at kids and teens with ADHD. They wanted to know if IQ, attention, and executive function link to bullying.

They gave tests for smarts, focus, and planning. Then they asked who got picked on or did the picking.

Kids who scored low on perceptual reasoning and executive function were more likely to be bullied. They were also more likely to bully others.

Higher scores on these tests acted like a shield against both roles.

Shimoni et al. (2012) and Al-Yagon et al. (2022) show the same core idea: ADHD plus weak EF spells trouble. Ma'ayan saw it in younger boys; Michal saw it in teens and added that close dad bonds and mindfulness can soften the blow.

Ingadottir et al. (2025) seems to clash at first. They found that kids with BOTH ADHD and autism scored higher on perceptual reasoning than ADHD-only kids. Tai-Ling says low perceptual reasoning raises bullying risk. The key difference: Run looked at pure test scores; Tai-Ling tied those scores to real-life peer problems. High scores can still happen in mixed groups, but low scores still flag danger.

Gibbs et al. (2023) carried the risk into adulthood. ADHD traits, not autism, predicted multiple victimizations. The pattern is steady: weak self-control opens the door to bullying across ages.

You already screen for aggression and social skills. Add a quick EF or perceptual-reasoning probe to your intake. When scores are low, write goals for self-advocacy, problem solving, and safe exit strategies. Share the data with teachers so they keep a closer eye on lunchrooms and hallways. A five-minute test can steer your whole behavior plan.