The basic aim of the study was to analyze the symptoms of ADHD in primary school students (impulsivity, hyperactivity, inattention, emotional problems, unsociableness) assessed by class teachers and to analyze the relationship of these symptoms with some characteristics of students (academic success, popularity) and needs for additional help (in learning and behaviour modification). The sample of respondents consisted of class teachers who acted as assessors for students with possible symptoms of ADHD. Teachers evaluated a total of 225 students from 11 primary schools in the City of Zagreb and Zagreb County. The Teachers` Questionnaire was used in the research, which also had the Scale of Students` Behavioral Symptoms (SekušakGalešev, 2005). Factor analysis showed four dimensions of behavior: Impulsivity and Hyperactivity, Emotional Problems, Inattention and Unsociableness. The results showed that teachers associate the higher incidence of hyperactivity and impulsivity in students with higher academic achievement, while the higher incidence of inattention is associated with lower academic achievement. Students with symptoms of impulsivity and hyperactivity, emotional problems and unsociableness were assessed by teachers as popular in the classroom. Teachers also estimated that students with symptoms of inattention need additional help in learning, and students with symptoms of impulsivity and hyperactivity, inattention and unsociableness need additional help in behaviour modification. The results of this paper indicate the importance of early identification of difficulties and possible symptoms of ADHD in students and early diagnosis whose impact is seen through the formation of support in the school system, strengthening social competencies, improving organizational and social skills and ultimately through raising students' quality of life.