The main purpose of this study is to examine the sociological effects of attention deficit and hyperactivity disorder on children. ADHD affects not only the quality of life of individuals, but also the social structure (Polanczyk et al., 2007; Wehmeier et al., 2010). In this context, research on the social dynamics of ADHD closes and increases awareness (Escobar et al., 2005). With families, educators and health professionals, the awareness of the society on this issue is critical in the development of individual and social strategies (Üneri Et Al., 2010; Kandemir Et Al., 2014). It is known that children with ADHD have deep effects on social relations, educational processes and family dynamics (Becker et al., 2011; Haza et al., 2003). Detailed analysis of these effects supports social integrity and contributes to the combination of the views of different social segments (Mrug et al., 2007). The challenges of ADHD are not only the individual; It also raises a wide social responsibility by influencing families, friends and education systems (Barkley, 2000; Dupaul & Stoner, 2003). Therefore, this study aims to understand the multidimensional effects of ADHD and to develop and raise awareness proposals at social level.