ADHD (Attention Deficit/Hyperactivity Disorder) is a developmental disorder characterized by a persistent pattern of inattention and/or hyperactivity/impulsivity, which is a disruptive factor in the daily functioning of an individual (APA 2013). Research in the field of attention deficit hyperactivity disorder in Croatia is scarce, and the majority of studies examine how the disorder is perceived by parents, educators, and others. Since there is limited research in the available literature on how children with ADHD experience and perceive the disorder from their own perspective, the goal of this doctoral dissertation is to provide insight into the self-concept of students with ADHD, i.e., into the lived experience of everyday life related to education, relationships with peers, and family. In order to gather qualitative responses to the research question, "How do students with ADHD perceive their own disorder in the context of education?" a purposeful (deliberate) sample was selected (Creswell, Miller, 2000). This approach allows the researcher to derive more accurate findings and deeper understanding of the subject matter. Taking into account the sensitive population, the choice of research model depended on a child-centered approach. As the phenomenological research model is an alternative to traditional methods and research, it was chosen as a more appropriate choice, as it is safe and adapted to the child's developmental characteristics. The sample consists of 13 regular elementary school students, from 1st to 8th grade, in the area of the city of Zagreb. The criteria for the selection of research participants was the diagnosis of ADHD disorder. Semi-structured in-depth interviews and observations were implemented as data collection methods, and a phenomenological approach was used to interpret the data through a qualitative thematic analysis. These themes are used to illustrate the experiences of students with ADHD through categorizes: (1) self-relationship; (2) relationships with peers; (3) relationships with family; and (4) relationships with adults/teachers. The inclination with this type of exploratory phenomenology study was to look into how students with ADHD view and respond to various life circumstances.