Presently it is estimated that 6.4 million children aged 4-17 have been diagnosed with attention-deficit hyperactivity disorder (ADHD) (McClain and Burks, 2015). To date there has been very little attention to ADHD as a lived experience (Singh, 2011), or even taking into consideration the children’s own views, wishes or feelings (Brady, 2014). This paper offers an overview of the theories and research previously conducted, as well as considering how interactions between individual predispositions and environmental surroundings have shaped how the children experience their diagnoses. There are two classification systems currently in situ to diagnose children experiencing emotional and behavioural difficulties; however this dual system further hinders diagnosing and results in a lack of consistency and substantial reliance upon professional judgment. Even though there is an abundance of multimodal and holistic approaches available for this population, there is still a heavy reliance upon pharmacological treatments without knowing the longterm effects of using such medications. This research offers further understanding of these children and new ways of working with their difficulties and therefore improving their emotional well-being and resilience for the future.