ADHD is the most common psychiatric disorder in childhood, affecting approximately 3–7% of school-age children. These predominantly display inattentive behaviours. The core-symptoms of ADHD frequently lead to academic difficulties. The teacher often is the first one to suspect the disorder and to initiate a referral to a health care professional. As the use of medication may be influenced in part by the teacher having suggested the diagnosis, it is important to look at the impact of teacher attitudes, beliefs and practices on treatment, behavior and education of children with ADHD. The first goal of this review is to determine how teacher factors influence education and health outcomes. The second goal is to describe factors that influence teachers’ acceptability, understanding and tolerance of ADHD and treatment options for their students, as well as teacher factors that relate to their likelihood to refer students for diagnosis. Medical, educational and psychological databases were used for the review, including peer-reviewed articles, dissertation abstracts, review and opinion papers, and conference presentations or posters. Teacher factors were considered the predictor. The population of interest was North American elementary school-aged children with ADHD. Only studies with North American students were included to increase the generalisibility of conclusions. The dependent variable was changed from student outcomes to related issues such as diagnosis, teacher detection and implementation of treatments. All english sources were screened and reviewed if they met the inclusion criteria. Selected sources were divided among the authors for review and summarizing. Two goals of the review were defined:Finding out more about the influence of teacher factors on various health and education outcome measures for elementary...