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Students with attention deficit hyperactivity disorder (ADHD) have persistently encountered academic difficulties resulting from their struggles to cope with educational standard rules hindering their academic achievement. Parental involvement significantly provides an optimistic effect on students' academic achievement; however, there is sparse literature that focuses on the effect of parental involvement on the academic achievement of children with ADHD. The purpose of this qualitative study was to examine the involvement of parents of children diagnosed with ADHD through their academic life, explore those parents' perceptions of themselves as contributors in their children's academic lives, report their views as influential participants in that arduous process, and present their conclusions whether the effort was needed. This study was guided by Epstein's theory of parental involvement that examined six types of parental involvement in educational settings. The research questions addressed parents' perceptions on how they interpret their involvement relative to their children's academic achievement and what helps or hinders their ability to be involved in their children's educational journeys. Data were collected through semi-structured interviews with eight participants. The findings indicated that the parents perceived that it was important to always communicate and share with others the struggles they experienced within the school systems, barriers that they experienced to being involved, and the importance of demonstrating motivation and consistency to their children. The results can contribute to positive social change with an enhanced understanding of parent involvement with students who have been diagnosed with ADHD.