This study focuses on carrying out an analysis of the main theoretical tendencies, problematic situations, methods and contributions between family education styles and attention deficit disorder (ADD), regardless of whether it includes hyperactivity or not. As a neuropsychological condition in childhood that can result in behavior and relational difficulties in education environments. It was a qualitative study carried out under a documentary research design. The results establish that there is not enough research regarding the influence of family education styles on the development of behavioral problems such as ADD, especially regarding the interaction among family, school, and this condition in education proposals in school environments. The study concludes that even though there is a possible influence of parent’s education styles and the development of behavior disorders, as well as the prevalence of deficit disorder (ADD) in classrooms and its effect on the development of children’s social and cognitive abilities, the research available is very limited which could provide a multimodal intervention focused on the needs of children and their families and the characteristics of contemporary schools.