ADHD (attention deficit hyperactivity disorder) is a phenomena that is much talked about in both schools and in communities. Today, there is a conflict surrounding the diagnosis ADHD. A part of the conflict takes part between the sociologist Eva Kärfve and Christopher Gillberg, professor in child- and teenage psychology. The roots of this conflict surrounds the much debated line of what is seen as normal and “too” different, basically how many children that actually should have the diagnosis. The purpose with this study is to show five different views of the diagnosis ADHD, using five teachers.

To make this study possible, five informants have participated and shared their view on the diagnosis ADHD as well as their experience with the diagnosis. The informants work at a school in the municipality of Huddinge. The school has students from the 6^th to the 9^th grade, one preparation class, on special school class and one study group for students with concentration difficulties. The study is based on a method of study which focuses on interpretation of the empirical material.

The result of this study is that the informants were of the opinion that medication was a big advantage with the diagnosis, so that the students could work in a school environment.

Though there were separate opinions on whether or not the medication should be used and to what degree. The result was that certain informants thought that there were many tricks in the physical environment that could be useful, before adding medication to the equation.

The informants thought that one big disadvantage with the diagnosis were that the students were very careful with not sharing the information about the diagnosis to other students. The informants believe that students with the diagnosis ADHD could get some form of “label” on them from their classmates and the teachers.

Keywords: ADHD, medication, diagnosis, normality, stigma, individualization

Nyckelord: ADHD, medicinering, diagnos, normalitet, stigmatisering, individualisering