The Ministry of Education's (2007) and KHDA’s (2017) frameworks, as well as Law No. 26 (2006), have all contributed to the United Arab Emirates’ (UAE) notable progress in advancing inclusive education. A neurodevelopmental disorder characterised by impulsivity, hyperactivity, and inattention, Attention Deficit Hyperactivity Disorder (ADHD) can have a significant impact on a student's social and academic growth. This study investigates general education teachers’ perspectives on integrating ADHD students into regular classrooms. A questionnaire and semi-structured interviews with ten teachers from pre-primary through high school comprised the mixed-methods approach. The results indicate that varied instruction, cooperation with SEN departments, and ongoing assistance are necessary for successful inclusion, and that instructors’ perspectives are influenced by their own experiences. The study offers recommendations to support students with ADHD and enhance inclusive practices across private and public schools.