From different research perspectives, the cognitive and emotional characteristics associated with ADHD in children have been identified as risk factors for the development of diverse adjustment problems in the school context. Research in nonclinical population can additionally help in understanding ADHD deficits, since children with specific problems for attentional focusing, inhibitory control, or impulsivity, allow to isolate the effects of these variables on their adjustment into school. This paper reviews studies of children diagnosed with ADHD and in typical development population with and without specific difficulties, with the purpose of obtaining a better understanding of the mechanisms that can lead ADHD children to develop a poor adjustment into school. Finally, in the intervention field, the reviewed programs offer promising results for the improvement of ADHD children's adjustment into school.