Original articleRemote Learning During COVID-19: Examining School Practices, Service Continuation, and Difficulties for Adolescents With and Without Attention-Deficit/Hyperactivity Disorder
Section snippets
Participants and procedures
Data for the present study were collected from May 16, 2020, to June 15, 2020, when in-person schools were closed and social distancing recommendations were in place in the U.S. Participants were 238 adolescents (132 males; aged 15.64–17.99 years) in 9th through 11th grades during the 2019–2020 academic year (only one participant was in ninth grade because grade retention) who were initially recruited in eighth grade from local schools across two sites in the Southeastern and Midwestern U.S.
Rates of remote learning practices, school response, and financial burden
The majority of adolescents reported engaging in class meetings online (59%) and watching recorded videos (53%). A significant minority reported having online office hours with teachers (41%) and individual online meetings with teachers (31%). Notably, 21% of adolescents reported receiving no remote/online learning instruction during stay-at-home orders. Adolescents from low-income families were significantly more likely than adolescents from high-income families to receive no remote/online
Discussion
This is the first study to document the rates of remote learning practices and school services during the COVID-19 pandemic when schools were closed and to examine remote learning's impact on adolescents. This study also provides the first evidence that adolescents with ADHD and their parents have had more difficulties than adolescents without ADHD with remote learning during the pandemic.
The majority of adolescents reported having online class meetings and watching recorded videos during
References (25)
- et al.
Multidisciplinary research priorities for the COVID-19 pandemic: A call for action for mental health science
Lancet Psychiatry
(2020) - et al.
COVID-19, school closures, and child poverty: A social crisis in the making
Lancet Public Health
(2020) - et al.
Variability in positive and negative affect among adolescents with and without ADHD: Differential associations with functional outcomes
J Affective Disord
(2020) - et al.
Acute stress, behavioural symptoms and mood states among school-age children with attention-deficit/hyperactive disorder during the COVID-19 outbreak
Asian J Psychiatry
(2020) Mental health effects of school closures during COVID-19
Lancet Child Adolesc Health
(2020)- et al.
Coronavirus disease 2019 (COVID-19) and mental health for children and adolescents
JAMA Pediatr
(2020) - et al.
Advocating for children during the COVID-19 school closures
Pediatrics
(2020) - et al.
Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look
(2020) - et al.
Academic functioning and interventions for adolescents with ADHD
- et al.
Educational impairments in children with ADHD
Academic motivation deficits in adolescents with ADHD and associations with academic functioning
J Abnormal Child Psychol
Mapping the academic problem behaviors of adolescents with ADHD
Sch Psychol Q
Cited by (145)
The long-term impact of the COVID-19 pandemic on children with ADHD in terms of participation, support, and barriers at home
2023, Journal of Pediatric NursingImpacts of COVID-19 on the school experience of children and adolescents with special educational needs and disabilities
2023, Current Opinion in PsychologyChanges in real-world dispensing of ADHD stimulants in youth from 2019 to 2021 in California
2024, Frontiers in Public Health
Conflicts of interest: None of the authors has a conflict of interest to disclose.
Disclaimer: The content is solely the responsibility of the authors and does not necessarily represent the official views of the Cincinnati Children's Research Foundation, Institute of Education Sciences, or National Institute of Mental Health.