Nowadays, the number of children with disabilities is rising. The reason of this constant increase has not been discovered yet. A common difficulty faced by parents and teachers today is called ADHD. Unfortunately, both parents and teachers are very unfamiliar with the very meaning of ADHD (Attention Deficit Hyperactivity Disorder). The main symptoms by which we recognize ADHD are: hyperactivity, impulsivity and lack of attention. The main characteristics in children with ADHD are restlessness, the need for activity and movement, lack of attention and concentration. It is important to recognize ADHD in time in order to start treatment as soon as possible. Teachers use different strategies in the classroom to help a student with ADHD. Most strategies have proved to be very successful, such as: a student with ADHD sitting in the first bench, emphasizing class rules, underlining important concepts... Cooperation between teachers and parents is very important to help the child to progress as much as possible. It is important for parents to be supportive of the child, to be with the child when he/she learns and writes homework, so that they direct him/her to what is important and explain to him/her what he/she may not understand. The aim of this paper was to examine which strategies are used by teachers and parents with children with attention deficit hyperactivity disorder. 209 teachers and 113 parents from the territory of the Republic of Croatia participated in the research. The findings of the research showed that teachers and parents mostly use strategies recommended by experts in the literature. Also, we can conclude that they are largely familiar with how to help children with ADHD in teaching and learning.