In this paper we briefly review three areas of research on attention-deficit/hyperactivity disorder (ADHD) that have implications for the educational context. These areas are: (a) gender differences in ADHD, (b) inattention symptoms and academic risk, and (c) working memory and ADHD. We highlight the critical role that the school context plays in the treatment of students with ADHD and review studies that have examined teachers' knowledge of ADHD and their perceptions of efficacy regarding working with students with ADHD in the classroom. We briefly describe a Knowledge Exchange Project about ADHD that bridges mental health and education to promote better outcomes for students with ADHD.