This systematic review investigates the strengths of inclusive classrooms in supporting students with Attention-Deficit/Hyperactivity Disorder (ADHD). Through an analysis of relevant literature, the study explores the positive impact of inclusive education on academic achievement, social inclusion, and overall well-being for students with ADHD. Findings reveal that collaborative practices between general and special education teachers significantly contribute to the success of inclusive classrooms. Effective instructional approaches, such as differentiated instruction and positive behavioral interventions, are also highlighted for their role in supporting students with ADHD. Additionally, the integration of Universal Design for Learning (UDL) principles ensures equitable access to curriculum and instruction, further enhancing the learning experiences of students with ADHD. Furthermore, inclusive classrooms promote social inclusion and positive peer relationships through collaborative learning activities and peer support systems. The study concludes that inclusive education fosters a supportive and inclusive environment where students with ADHD can thrive academically, socially, and emotionally, emphasizing the importance of embracing diversity and creating inclusive learning environments for all students. Keywords: Inclusive education, Attention-Deficit/Hyperactivity Disorder (ADHD), Collaborative practices, Differentiated instruction, Positive behavioral interventions