In this chapter, we explore the hauntological implications of ADHD diagnoses in Chilean schools, focusing on how these diagnoses affect children’s identities and temporal experiences. Drawing on current theorisations about hauntology, we examine the diagnosis of ADHD not as a neutral medical label but as a spectral force that shapes children’s futures, often trapping them in a cycle of static identities and expectations. ADHD diagnoses, while intended to provide care, can instead enforce a sense of identity stagnation by continuously linking children to their past behaviours and limiting possibilities for new futures. Through ethnographic research, including interviews with psychiatrists, educators, and observations of diagnosed children, we illustrate how these diagnostic processes are influenced by educational policies and economic incentives, often prioritising funding over children’s real needs. We argue that the diagnosis itself becomes a haunting presence in schools, affecting not only how children are perceived but also how they are cared for and supported. The chapter calls for a reorientation of diagnostic practices that amplifies the voices and experiences of those affected by ADHD, emphasising the need for an ethico-political stance that attends to the dynamic and relational nature of diagnoses.