Attention-Deficit/Hyperactivity Disorder (ADHD) includes a multitude of symptoms and can be difficult to diagnose due to a variety of international definitions. Research identifies different viewpoints on diagnosis and treatment including medical, psychological, and sociocultural views. Some research suggests ADHD is a social construct and is experienced differently based on the culture and ethnicity of the individual, family members, educators, and clinicians. Due to the different diagnostic criteria and educational policies related to ADHD in various areas of the world, the development and implementation of educational technology to assist students experiencing these symptoms can be difficult. Consideration of the differences that exist between cultures related to ADHD diagnosis is important when developing educational policies and technologies to assist students experiencing ADHD symptoms.