Attention deficit hyperactivity disorder (ADHD) is a diagnostic term now indelibly scored on the public psyche. In some quarters, a diagnosis of ADHD is regarded with derision. In others it is welcomed with relief. Despite intense multidisciplinary research, the jury is still out with regard to the 'truth' of ADHD. Not surprisingly, the rapid increase in diagnosis over the past 15 years, coupled with an exponential rise in the prescription of restricted-class psychopharmaceuticals, has stirred virulent debate. Provoking the most interest, it seems, are questions regarding causality. Typically, these revolve around possible antecedents for 'disorderly' behaviour—bad food, bad TV and bad parents. Very seldom is the institution of schooling ever in the line of sight. To investigate this gap, the author questions what might be happening in schools and how this may be contributing to the definition, recognition and classification of particular children as a particular kind of 'disorderly'.