This study explores the shifting and emergent identity formations of one girl being diagnosed as having ADHD during one year in a resource school. It demonstrates how the girl’s social identity gradually shifts from not being capable of managing her life in a regular school to becoming accomplished as an ordinary student being morally accountable for her schoolwork. The analysis takes its point of departure in the social identifications made in classroom interactions between the focal girl and her teachers across a school year after she has transferred into a seventh to nine grade class. Data draws on ethnographic work combined with video-recordings of classroom activities arranged for boys and girls, 13-16 years old, diagnosed with ADHD. We draw on an ethnomethodological approach, combining ethnographic descriptions of the local educational ecology of the classroom with conversation analysis and membership categorization analysis. We investigate trajectories in which the focal girl’s schoolwork and social conduct is made a topic of inquiry in everyday classroom activities. Overall the analysis demonstrates how multiple integrated resources (educational ideology, local ecologies, curriculum, habitual classroom categories and communicative resources) are oriented to and used in the emergent social identification of the focal girl as an ordinary student.