The purpose of the master's thesis was to determine the extent to which an inclusive environment is established for students with Attention Deficit Hyperactivity Disorder (ADHD) at history lessons. In doing so, we focused on their difficulties in learning history and on the ways in which a history teacher and provider of additional professional assistance for pupils can contribute to the best possible performance of pupils with ADHD in history learning. We found that the school environment is challenging for pupils with ADHD and affects their quality of life. It is therefore important that school professionals create an inclusive environment and that the treatment of students with ADHD is as comprehensive as possible. Interviews with a history teacher, two students with ADHD and two providers of additional professional assistance for pupils showed that the participation of all those involved in the educational process is important. The implementation of additional professional assistance takes place mainly individually and outside the classroom, which hinders the emotional and social development of pupils with ADHD. Guidelines and literature for history teachers to plan and conduct history lessons for pupils with ADHD are rare because we place them in different groups of pupils with special needs. Therefore, the collaboration of history teachers with the school consulting service, other teachers, parents, external experts and pupils with ADHD is of a great importance.