ADHD is a disability that negatively impacts many aspects of a person's daily life. The purpose of this study is to examine the challenges teachers face when working with ADHD students and the strategies they use to help children learn and participate fully in the classroom. Seven articles were extracted from four different databases after applying specific inclusion and exclusion criteria and a quality assurance procedure. The outcomes outline the various challenges and strategies found in the included articles. The review identified three types of challenges that affect effective classroom instruction: those caused by students with ADHD, administrative challenges, and finally family-related challenges. Teachers use two types of strategies to address challenges in the classroom: those that they use directly in the classroom and those that rely on family and administrative support. It was discovered that different strategies are used by teachers depending on the country, institutional context, and teachers' capacity. The review suggests further research to determine ADHD students’ perception of the strategies used by teachers.