Background: ADHD is a neuropsychiatric diagnosis that has increased in recent years. When students start school and the requirements to be able to concentrate increases visibility students with ADHD clearer. Students' perceptions of the school environment is affected by the school's response. Aim and method: The aim of this literature review is to describe experiences of being treated at school as a student with an ADHD diagnose. Results: Students' experiences was affected by the response of teachers and classmates depended on if their approach were friendly or not. Students experienced non friendly approach as an insult. They feel lower self-esteem, became sad and angry, they got worse outcomes, feel excluded when replaced in remedial classes. When teachers and classmates were friendly in their approach students could experience joy and happiness, they understood the instructions better and had they felt like there was in the group. An important part of the experience was also due to how much knowledge the teachers had about the diagnosis, what demands they made and how the school environment in general looked. Students' perception was that the teachers with more knowledge had better approach which also classmates embraced and student feelings became less stressful and that feeling of exclusion reduced. Conclusion: This study provides a deeper understanding of how students with ADHD experience their education and treatment in their school enviroment. These findings may be useful in the school environment, by health care and other care contexts.