This paper discusses the role of resource center teachers in helping students with attention deficit disorder (ADD) successfully make the transition to secondary school. It addresses: (1) characteristics of ADD, including academic underachievement, cognitive fatigue, fine motor dysfunction, lack of self-monitoring skills, poorly developed organization and time management skills, and performance inconsistency; (2) the influence of adolescence and secondary school demands on students with ADD; (3) diagnosis and placement; and (4) remedial strategies for resource center teachers, including monitoring progress, providing prompts and encouragement, promoting use of computers and modification of assignments to address fine motor dysfunction, encouraging self-awareness and self-management, supporting the use of structured organizers, fostering the use of daily notebooks to assist in short and long-term planning, prompting students to use compensatory skills, persuading students to request assistance and clarification, teaching mnemonic devices, advocating the use of study skills techniques, maintaining close supervision and providing direct instruction, coaching self-advocacy skill development, and recommending and facilitating involvement in extra-curricular activities. (Contains 26 references.) (CR)