A study investigated the severity of attention deficit hyperactivity disorder (ADHD) in Austrian elementary classrooms and evaluated how teachers help their students when they encounter ADHD related symptoms. Subjects were 37 Austrian elementary teachers and their 750 students. Participating teachers completed the survey by reporting their students' behaviors and listing ideas of how they help their students who show severe ADHD behaviors. Results indicated that (1) students who exhibited ADHD symptoms showed more difficulties in reading than their non-ADHD peers; (2) boys appeared to show more ADHD behavior than their female peers; (3) 7 behaviors were found among 20% or more of the students at the severity level; (4) talking to the students individually or in groups was among the main suggestions; and (5) teachers stressed the importance of viewing each student's learning style as unique by recommending individual instruction and assigning students to instructional activities they are really able to handle. Findings suggest that ADHD behavior occurs in alarming percentages among Austrian elementary students, and that participating teachers had a high agreement of how to help with attention deficit problems most effectively. (Contains 56 references, 15 tables, and 5 figures of data. Appendixes present diagnostic criteria, survey instruments, and additional data.) (Author/RS)