This research deals with the learning of children with ADHD in the mainstream school system, with the general aim of understanding the impacts, strategies and support in the learning process. Specifically, it seeks to address how ADHD interferes with development, the importance of pedagogical intervention and the mechanisms that can be used with these students. The research answers questions about the difficulties faced and the support that teachers and schools can offer. The study involved regular education professionals from a school in Montes Claros/MG, using qualitative research and structured interviews as a data collection tool. The research is relevant because it addresses the need to understand ADHD and its consequences for learning. Authors such as Camilo (2014), Oliveira (2019) and Lima (2015) were considered, as well as MEC studies. The research concludes that learning for children with ADHD presents challenges and requires adaptive strategies. Multifunctional Resource Rooms play a crucial role in creating conditions that empower students, promoting their intellectual, physical and psychological development.