Students with Attention Deficit/Hyperactivity Disorder (ADHD) are a growing group served under special education services in many western societies. This article describes the history and current state of the services, as well as the assessment procedure. Our conclusion is that the status of students with ADHD in Finnish basic education (Grades 1 to 9) is still unclear. Based on the comparison of the prevalence and the population served in special education we can assume that this group is probably underserved in the Finnish school system. We also present findings from two recent studies among families with ADHD children in Finland. Family viewpoint can contribute to our knowledge and understanding about the diversity of the symptoms’ manifestation as well as the extent and completeness of the possible outcomes of the disorder. In the context of schooling, studying these families’ viewpoints can be of additional use in evaluating the present state of school practices in relation to institutional enactments established in educational acts. Future challenges about meeting the variety of pupils’ needs according to inclusive pedagogy are discussed.