The main objective of this study has been to identify inattentive children within the context of their classroom and to verify how they perceive and are perceived by their colleagues within this context. The sample consisted of six to nine-year old school children from a government school. Data were collected by means of individual interviews with the subjects and with their teachers and addressed with the aid of statistic proofs. These have0 allowed the definition of two different groups: one, in which problems with attention identified and the other, in which this did not happen. A great number of negative attitudes in relation to colleagues and the school noticed within the group of children with attention problems, who also characterized as the most rejected and least accepted by the classroom colleagues, who configured their components as less popular. These results have enabled the identification of important variables interfering with the learning process of inattentive children, broadening the possibilities of intervention capable of minimizing the problems faced in a classroom on a daily basis.
Attention deficit; Acceptance; Rejection
