Objective: Based on the parenting experiences of parents of ADHD children, this study sought to identify difficulties experienced by ADHD children in adapting to school and to examine their support needs. Methods: After recruiting 91 members of the ADHD parent community, we used Google Docs to learn about their child-rearing experiences and school adaptation support requirements. Results: First of all, parents of ADHD children experienced difficulty accessing information about ADHD, were exposed to low social awareness and prejudice about ADHD, and endured economic and emotional exhaustion while raising ADHD children. Second, ADHD children’s parents wanted support such as improved awareness by teachers of ADHD children, support of children’s ability to adapt to school using technology, improving class environments, and assistance from cooperating experts. The parents wanted support from special teachers to mediate extrinsic behaviors such as impulsiveness and hyperactivity in boys, and counselors to improve intrinsic problems such as anxiety and depression in girls. In addition, the younger the ADHD diagnosis period, the more the parents preferred the cooperation of special teachers if the diagnosis period was that of middle school or higher, the parents sought support from counselors. Conclusions: This study is designed for the development of ADHD children, and provide materials for their successful school experiences for the successful development of their schools.