Distance Learning in Children with and without ADHD: A Case-control Study during the COVID-19 Pandemic

Tessarollo, Valeria; Scarpellini, Francesca; Costantino, Ilaria; Cartabia, Massimo; Canevini, Maria Paola; Bonati, Maurizio

doi:10.1177/10870547211027640

Cited by 25 publications

(54 citation statements)

References 50 publications

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“…During a later stage of the pandemic (March 2021), we found that children with ADHD experienced more challenges with remote learning than their peers without ADHD. This has been corroborated in other recent studies (Becker et al, 2020; Breaux, Dunn et al, 2021; Tessarollo et al, 2021). Furthermore, children with ADHD experienced stronger emotions due to the fear of family illness as a result of the pandemic as compared to their peers.…”

Section: Discussionsupporting

confidence: 91%

“…It is possible that this diminished level of concern could lead youth with ADHD to ignore safety precautions and not take infection risk seriously. Finally, parents of a sample of Italian children with ADHD reported their children to exhibit shorter attention span, lower engagement, and lesser independence in participating in distance learning relative to a matched control group (Tessarollo et al, 2021). Pandemic-related disruptions to in-person schooling also have been associated with lower GPAs in a sample of US adolescents with ADHD (Breaux, Dunn et al, 2021).…”

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confidence: 99%

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Impact of COVID-19 on Youth With ADHD: Predictors and Moderators of Response to Pandemic Restrictions on Daily Life

et al. 2021

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We examined COVID-19 symptoms and infection rates, disruptions to functioning, and moderators of pandemic response for 620 youth with ADHD and 614 individually matched controls (70% male; Mage = 12.4) participating in the Adolescent Brain and Cognitive Development study. There were no group differences in COVID-19 infection rate; however, youth with ADHD were more likely to exhibit COVID-19 symptoms ( d = 0.25), greater sleep problems ( d = −0.52), fear and negative emotions to infection risk ( d = −0.56), trouble with remote learning ( d = −0.54), rule-breaking behavior related to COVID-19 restrictions ( d = −0.23), family conflict ( d = −0.13), and were less prepared for the next school year ( d = 0.38). Youth with ADHD were less responsive to protective environmental variables (e.g., parental monitoring, school engagement) during the pandemic and may need more specialized support with return to in-person schooling and daily activities.

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Section: Discussionsupporting

confidence: 91%

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confidence: 99%

Impact of COVID-19 on Youth With ADHD: Predictors and Moderators of Response to Pandemic Restrictions on Daily Life

et al. 2021

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“…Moreover, during the lockdown, the lack of social opportunities may have had a negative impact on social skills [56], so some young people may have skipped the invitation to study just based on their reluctance to communicate. These concerns support the limited extrapolation of our study findings; for instance, there is evidence in the literature that children and adolescents with physical or mental disabilities survived the COVID-19 pandemic even harder [26,57]. Finally, the way additional questions were formulated may also have affected some study findings, even though not every interview needed these specific additional questions.…”

Section: Strengths and Limitationsmentioning

confidence: 63%

Mental Health during COVID-19 Pandemic: Qualitative Perceptions among Lithuanian Adolescents

Lukoševičiūtė

Šmigelskas

2022

IJERPH

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Background: Since the COVID-19 pandemic emerged, humanity has had to face unprecedented change in daily routines. Therefore, the pandemic has also had an impact on mental health. Most of the literature analyzes adult experiences during the COVID-19 pandemic, while the youth is less investigated. The purpose of this study was to reveal adolescent experiences during COVID-19. Methods: This qualitative study consisted of 19 adolescents from 11–17 years old. Semi-structured in-depth interviews were conducted, and thematic analysis was applied. Results: Five themes were identified: ambivalent feelings; daily routine changes; disappointment with distance education; coping strategies; and discoveries. Conclusion: The study revealed adolescents’ mostly negative feelings such as sadness, anger, loneliness, or boredom. They shared about frustrating daily routine changes and shifting to a distance education mode that was quite limited in effectiveness and convenience. Nonetheless, communication with family, peers, pets, active leisure, and favorite activities helped them to cope with the difficulties during COVID-19. During this period, adolescents had more free time for themselves and personal growth, found new activities, or improved some relationships. Overall, the COVID-19 pandemic had mostly negative side effects, and regardless of positive experiences, it was mainly considered by adolescents as an adversity for their mental health.

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“…The core symptoms of attention-deficit/hyperactivity disorder (ADHD) including inattention, hyperactivity, and impulsivity increased the difficulties in learning among children with ADHD (CADHD) before the COVID-19 pandemic; CADHD encountered more academic problems such as lower grades, grade repetition, and increased school drop-out compared with those without ADHD [ 14 , 15 , 16 , 17 ]. Research has found that CADHD experienced more difficulties in remote learning compared with those without ADHD during the COVID-19 pandemic [ 18 ]; in particular, CADHD exhibited shorter attention spans, less spontaneous commitment, and less autonomy in remote learning during the COVID-19 pandemic [ 19 ]. Studies have confirmed that not only ADHD symptoms but also emotional dysregulation and oppositional defiant disorder (ODD) have negative influences on CADHD’s learning [ 20 , 21 ].…”

Section: Introductionmentioning

confidence: 99%

Difficulties in Managing Children’s Learning among Caregivers of Children with Attention-Deficit/Hyperactivity Disorder during the COVID-19 Pandemic in Taiwan: Association with Worsened Behavioral and Emotional Symptoms

Chen

Lin

et al. 2022

IJERPH

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School closures during the COVID-19 pandemic have interfered with children’s learning. The aim of this study was to investigate the difficulties in managing children’s learning at home and attending afterschool learning programs and their related factors among caregivers of children with attention-deficit/hyperactivity disorder (ADHD) during the COVID-19 pandemic. In total, 252 caregivers of children with ADHD completed a questionnaire collecting difficulties in managing children’s learning, parenting styles, children’s worsened symptoms of ADHD, oppositional defiant disorder (ODD) and emotion, and increased Internet use. Multivariate logistic regression models were used to examine the factors related to caregiver difficulties in managing children’s learning and children’s worsened ADHD, ODD, and emotional symptoms. In total, 85.3% of the caregivers had difficulty in asking their children to learn at home; 28.2% had difficulty in taking children to afterschool learning programs. Children’s worsened anger was significantly associated with higher caregiver difficulty in asking children to learn at home, whereas parental overprotection was significantly associated with lower caregiver difficulty in asking children to learn at home. Worsened hyperactivity and opposition were significantly associated with higher caregiver difficulty in taking children to attend afterschool learning programs. Interventions for enhancing caregivers’ skills to manage children’s learning and children’s behavioral and emotional symptoms should take the related factors found in this study into consideration.

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Distance Learning in Children with and without ADHD: A Case-control Study during the COVID-19 Pandemic

Cited by 25 publications

References 50 publications

Impact of COVID-19 on Youth With ADHD: Predictors and Moderators of Response to Pandemic Restrictions on Daily Life

Impact of COVID-19 on Youth With ADHD: Predictors and Moderators of Response to Pandemic Restrictions on Daily Life

Mental Health during COVID-19 Pandemic: Qualitative Perceptions among Lithuanian Adolescents

Difficulties in Managing Children’s Learning among Caregivers of Children with Attention-Deficit/Hyperactivity Disorder during the COVID-19 Pandemic in Taiwan: Association with Worsened Behavioral and Emotional Symptoms

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