Assuming the positive impact of teaching through concept mapping on regular students’ learning, it was decided to explore its effect on self-regulation and school performance of ADHD students. To this end, an accessible group of 30 female fifth graders was divided into two groups, one of which went through sixteen 35-minute sessions in which the use of conceptual mapping was taught. In addition to the initial assessment of all students’ ADHD, both groups were assessed on self-regulation and school performance both before and after the two-month course, using instruments with assumed validity and reliability. Data analyses showed that the experimental group’s self-regulation and school achievement have improved significantly. Thus, the use of conceptual mapping is recommended.