This study sought to increase awareness of ADHD though the context of a school assignment completed by a student with ADHD. The student (pseudonym Jim) sought opinions of 67 Australian school students with ADHD between 11-16 years to investigate their schooling experiences. Findings revealed that schooling mostly was a positive experience due to the student/teacher relationship, scaffolded learning opportunities and devices such as fidget toys to reduce off-task behaviours. However, school was challenging for some due to their teachers and peers’ limited understanding of ADHD. These findings provide starting points to ensure educators receive on-going professional learning about ADHD and offer evidenced-based academic supports and interventions to enhance the academic learning for these students. Finally, it is important to consider the personal views of this student group to ensure schooling is a positive experience and teachers gain further knowledge and understanding about ADHD through adolescents’ own life and school experiences.