The aim of this longitudinal research is to explore the way teachers treat students with diagnosed ADHD syndrome within the process of education. The research has been conducted on a sample of 45 students, medically diagnosed with ADHD and attending five elementary schools in the area of the city of Zagreb, school year 2008./2009, and 45 control group students from the same schools (SN=90). A null hypothesis, which assumes there is no statistically significant difference between the students diagnosed with ADHD and the rest of the students regarding the way they are treated by their teachers, has been verified on a 20 variable substrate on a ordinal scale, using the univariate (ANOVA) and multivariate approach to data analysis (discriminative analysis). With regard to certain variables of education support provision, gained result of non-existence of differences between the samples indicate that teachers do not provide the ADHD students with suitable specific education support, even