Associations Between Anxiety and Home Learning Difficulties in Children and Adolescents with ADHD During the COVID-19 Pandemic

Jackson, Anna; Melvin, Glenn; Mulraney, Melissa; Becker, Stephen P.; Bellgrove, Mark A.; Quach, Jon; Hutchinson, Delyse; Westrupp, Elizabeth; Montgomery, Alicia; Sciberras, Emma

doi:10.1007/s10578-022-01338-3

Cited by 4 publications

(1 citation statement)

References 46 publications

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“…Higher negative affect and greater concentration difficulties because of COVID-19 were significantly associated with greater difficulties in remote learning in adolescents with ADHD, but no such associations were reported in those without ADHD [ 18 ]. Emotional problems [ 26 , 27 ], inattention [ 26 , 27 ], hyperactivity [ 26 ], and ODD symptoms [ 26 ] have been associated with difficulties in remote learning among CADHD during the COVID-19 pandemic [ 27 ].…”

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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