bullying severity

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Children with ADHD+ODD had significantly higher initial levels of bullying compared to children without these diagnoses, with each step up in diagnostic severity (no diagnosis, ADHD only, ADHD+ODD) as

Effect: decline; B(SE) = 1.37(0.35), t = 3.88

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null

Emotionally supportive parenting and quality of parent-child interactions at age 4-5 were not significantly associated with bullying at any time point and were excluded from longitudinal analyses.

Effect: null