This study examines the school and family challenges experienced by children with AttentionDeficit/Hyperactivity Disorder (ADHD) through a psychosociological case study of an eight-year-old girl. It specifically explores how family support strategies influence the child’s school integration, academic achievement, and social adjustment. The study adopts a descriptive and analytical qualitative approach, drawing on direct observation and semi-structured interviews conducted with the child and her mother. The findings reveal that ADHD affects multiple dimensions of the child’s daily life, particularly attention, concentration, impulse control, academic learning, family relationships, and emotional well-being. The analysis also highlights the central role of family dynamics in shaping the child’s experience of the disorder. Although parental support, speech therapy, cognitive remediation, and extracurricular activities contributed to improvements in academic performance and behavioral regulation, concerns about stigmatization led the family to withhold the ADHD diagnosis from the school. The case therefore illustrates the tension between protecting the child from social labeling and ensuring appropriate educational support. Overall, the study emphasizes that ADHD should be understood not only as a neurodevelopmental disorder but also within its psychological, educational, familial, and social contexts. It underscores the importance of coordinated family and professional support in promoting the school integration, well-being, and academic success of children with ADHD.