Peer interaction of children with ADHD is often burdened by failure that is reflected in the low acceptance of these children by their peers, a very limited number of friends, low quality friendships and a higher incidence of involvement in bullying. In order to better understand the social interactions in this population, this paper presents the contemporary knowledge about the characteristics of the behaviour of children and adolescents with ADHD, which include distracting / inappropriate social behaviour, communication features, socio-cognitive difficulties and deficits in social problems solving and emotional dysregulation. Recent findings on predictors of peer acceptance of children with ADHD are creating new possibilities for action. Special attention was paid to the issue of bullying. The paper presents current concepts of knowledge in the context of typical children and young people, children and youth with disabilities and with ADHD. Compared to typical children, those with disabilities are frequently involved in bullying and are highly represented in the population of victims. Studies show that ADHD symptoms and bullying are significantly related. The conducted research clearly points to the increasing prevalence of children with ADHD among the victims of bullying, but also among the perpetrators, and provocative victims compared with typical peers. This paper seeks to highlight the importance of the research of peer interaction of children and youth with ADHD and provide a boost to such research, with particular emphasis on bullying. The paper gives some guidelines for the design and implementation of prevention and intervention programs tailored to the population of children with ADHD. Adapted from the source document.