**4. Factors influencing the well-being of individuals with ADHD in children and adolescents**

At present, after experiencing COVID-19 worldwide, the psychological disorders of children and adolescents are gradually increasing, and the well-being index is gradually decreasing [7]. It can be seen that mental health diseases have a significant impact on well-being. And there is such a group of children who have been plagued by diseases - attention deficit and hyperactivity disorder (hereinafter referred to as ADHD).

ADHD is a neurodevelopmental disorder, and although the cause of the disease is not very clear, there are generally both family genetic factors and environmental factors. The prevalence of ADHD is generally reported to be 3–5%, and the male-tofemale ratio is (4–9):1 [8]. The disease has a huge impact on the well-being of individual children and adolescents, judging from several sources of well-being analyzed above:


*The Well-Being in the Children and Adolescents with ADHD: Possible Influencing Factors… DOI: http://dx.doi.org/10.5772/intechopen.106596*

will have a very poor impression of the child, so it is difficult to avoid the occasional wrongful child situation, such as ADHD individual and another classmate dispute, resulting in physical conflict, the teacher often feels that it is the problem of the child of the ADHD individual. When such situations increase day by day, the contradictions between teachers and students usually become irreconcilable, and it is not surprising that there is a poor teacher-student relationship, and even more physical conflicts.


classmates and friends, which is also relatively distant for ADHD individuals, and such a relationship will also cause the development of their bad behavior. Therefore, family discord is often triggered by the behavior of individuals ADHD individuals and enters a vicious circle.

The four aspects described above will also have various connections and influences on each other, and these four aspects will be used as four factors to form a new model—the functional progressive disintegration model. In the functional progressive disintegration model, the four nodes of peer relationship, teacher-student relationship, learning ability, and family relationship constitute a closed loop, and there will be interaction between each node. That is, peer relationships can affect both teacher-student relationships, learning abilities, and family relationships, as can the other three. The effect of these four nodes on the well-being of individuals exists at the same time.

Peer relationship is often greatly affected by family relationships, and good and harmonious family relationships often shape confident and sunny children, so that children will be more likely to interact with others and maintain good peer relationships. On the contrary, children with poor family relations will always be unconfident or even have inferiority, lack of security, etc. Such children often appear as two extremes in dealing with peer relationships, one is excessively flattering, such as listening to others to get people's "care" or "attention". The other extreme is not to suffer losses at all or take advantage of other people, to make themselves look like not to be trifled with.

For the teacher-student relationship, the learning ability factor and the peer relationship factor have a greater impact on it. Specifically, children with poor learning ability have a teacher-student relationship that is mostly worse than that of children with good learning ability, and children with good peer relationships do not need teachers to bother to manage socially in school, and they are naturally less worried than children with poor peer relationships and often contradictory children. Of course, the learning ability here is not simply measured by academic performance, in China also pays attention to the "moral, intellectual, physical, and aesthetic" comprehensive development. Children with strong learning abilities may not have very good results in some courses, but their efforts and serious attitude are the same as the embodiment of learning ability, and they will still be looked at by teachers, thereby strengthening the relationship between teachers and students.

Generally speaking, compared with the other two factors, the influence of the teacher-student relationship on learning ability is greater, we often hear children say "I don't like this subject, because I don't like this substitute teacher," and a good teacher-student relationship will promote children's interest in learning and achieve the purpose of enhancing learning ability. Then, on the other hand, a bad teacherstudent relationship will lead to a child's dislike of the teacher linked to the curriculum itself, which will not only cause the performance of this course to decline during the teacher's teaching, but also more serious child will completely abandon the course, and even cause the performance of other subjects to plummet. Declining grades can hit an individual's self-confidence, which in turn affects their ability to learn.

Family relations are a relatively independent factor, and the impact of the other three factors on it can be said to be not much different and may be slightly larger in terms of learning ability. The decline in the child's learning ability will lead to an increase in the anxiety of the parents who are caregivers in the family, and it is

### *The Well-Being in the Children and Adolescents with ADHD: Possible Influencing Factors… DOI: http://dx.doi.org/10.5772/intechopen.106596*

inevitable that there will be impatience when dealing with the relationship with the child, which will lead to tension in the family relationship. Of course, family relations are not only related to the child's learning ability, but also have a lot to do with the social functions of other members of the family, for example, a child who does not have a learning ability problem, if the social function of his family is very bad, the emotional ups and downs are large, then sooner or later it will still cause tension in family relations. In addition, studies have found that individuals with good family relations have not bad teacher-student relationships and peer relationships, which means that parents provide them with more emotional support, making them more willing to accept help from others, so as to obtain a more positive emotional experience and have a higher level of psychological capital [12].

When ADHD individuals encounter negative life events, negative stimuli are generated, functional progressive disintegration models begin to "start," various factors gradually appear functional damage, each functional damage will lead to other functional damage, and eventually lead to serious damage to individual social functions, such individuals usually appear as irritable personality, incompatible with family, almost no interaction with classmates, and teachers are more like enemies, their grades are naturally a mess, and the well-being index must be negative at this time.

In general, for individuals with ADHD, the root cause of their well-being must lie in their disease, and the impact of the disease on them lies mainly in interpersonal relationships, such as relationships with peers, teachers, and family. Children with ADHD experience tension and constant frustration from an early age in their studies, work, and relationship interactions, and are often criticized and blamed by teachers, parents, siblings, and peers. After a few years, if this criticism and accusation are not diagnosed with ADHD, the child will feel "all my fault," resulting in negative emotions such as obvious depression, and well-being is gone.
