This systematic review integrates the existing literature regarding relationships that students with attention-deficit/hyperactivity disorder(ADHD) have with their teachers, in mainstream inclusive primary, secondary and high school settings. Theoretical approaches and methodicalchoices were considered in understanding the literature and consideringpossible research areas. The methods used in the reviewed literatureshow that investigations in this research field have predominantly usedquantitative surveys. Several theoretical approaches have been used,with attachment theory the most-prominent. The findings indicate students with ADHD generally feel less close to their teacher than do theirnon-ADHD peers, which agrees with the teachers’ perceptions. Thus,teachers experience less emotional closeness, less co-operation andmore conflicts in their relations with their students with ADHD thanwith other students. Teachers’ rejection of ADHD students poses a riskfactor for not only school failure, but also peer exclusion and rejection,leading to low self-esteem and loneliness.