Attention-deficit/hyperactivity disorder (ADHD) affects a large part of the school population. Its worldwide prevalence corresponds to 7.2% in children and its transnational prevalence is between 0.1 and 10.2%, according to the DSM-V-TR Manual. Therefore, it can be concluded that it is a frequent disorder in classrooms.

Certain symptoms characteristic of ADHD hinder social relationships between ADHD-affected students and their classmates. Among these symptoms, it is possible to highlight the impulsivity when responding to their peers, especially at times when they feel very angry, and the difficulty in controlling and inhibiting their emotions. In addition, the ability to maintain attention of students with ADHD is reduced and this may affect the performance of the class group. For example, they may have problems in actively listening to the ideas of their peers and following instructions to solve activities. On the other hand, hyperactivity is related with a greater need for movement, which frequently causes these students to make annoying noises that interfere negatively in the development of the class.

All these symptoms mentioned above, often cause certain rejection in their classmates and contribute to the stigmatization of ADHD, for this reason, it is necessary to implement awareness initiatives that promote empathy and understanding of ADHD by classmates.

To test the effectiveness of these intervention strategies, tools to assess the perception and attitude that students have about ADHD, before and after the intervention, are needed. Currently, there are tools such as the ADHD Stigma Questionnaire (ASQ) for students aged 11-19 years, but these measures are not adapted for students of lower ages.

Thus, in this work we propose the development of a questionnaire adapted to primary school students. In this questionnaire, different representative situations that involve a student diagnosed with ADHD in the school context are described.

To contextualize the usefulness of the questionnaire, it is framed within a specific intervention proposal about stigma associated with ADHD.

Keywords: Questionnaire, ADHD, awareness, classroom.