The aim of this study is to determine and describe the importance of adjusting the classroom atmosphere in the context of ensuring optimal development of a child with ADHD. The methodology of this thesis is qualitative. The data were collected by interviewing eight masters of primary education. It was chosen to employ primary research methods by using semi-structured interviews. The obtained results indicate that the respondents mostly strive to provide support, understanding and empathy to children with ADHD. The relationship between students with ADHD and other students in the class was assessed/estimated as particularly important for the overall functioning of the student. It was also found that teacher has a major role in shaping it. Furthermore, it has been found that it is preferable to choose tasks that allow some kind of movement. For instance, giving an additional task for a student with ADHD is seen as a convenient form of an assignment. When talking about the actors that directly influence the shaping of the classroom atmosphere, the importance of quality cooperation with the parents of a child with ADHD and the role of teaching assistants should be emphasized. On the one hand, there are several advantages of the latter concept, which mainly relate to the provision of socio-emotional support to students with ADHD. Another advantage relates to relieving teachers. On the other hand, there are a few disadvantages, mostly in the form of insufficient education of the assistants themselves. The quality of initial teacher education is assessed as low by the majority of respondents, and only half of the respondents have some kind of experience in professional development aimed at strengthening competencies for working with children with ADHD. In the context of increasing the quality of work with children with ADHD, the importance of cooperation with the professional service of the school was recognized, but a small number of respondents give special importance to this topic.