The aim of the present study was to examine and describe educational leaders' mindset types related to schooling of students with ADHD in five municipalities with ADHD special education classes and in five pair-matched municipalities without such classes. Selection of the ten municipalities was based on the results from a nationwide survey (response rate 76%) aimed at investigating how Swedish municipalities organise schooling for ADHD students. Interview data was analysed with the use of a theoretical framework presented as a typology table describing mindsets more or less in line with either the neuropsychiatric paradigm or inclusion. The perceived neuropsychiatric influence on ADHD students' schooling seemed to affect educational leaders' decision making, leading to different schooling for ADHD students in different municipalities. The findings, presented as municipality profiles, are discussed in relation to the notion of inclusive education and alternative educational paths leading either towards inclusion or exclusion.