Poor School-Related Well-Being among Adolescents with Disabilities or ADHD

Tiikkaja, Sanna; Tindberg, Ylva

doi:10.3390/ijerph19010008

Cited by 10 publications

(8 citation statements)

References 26 publications

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“…In addition to the possible positive effects mentioned above, it should be considered important to generate further knowledge concerning whether the positive effects reported for children with mental health problems are truly positive effects of distance learning or whether such effects are better explained as an absence of the negative effects of regular schooling. A considerable body of research conducted before the pandemic has shown that children with ADHD and/or ASD do not only perform worse academically, but that they, more often than controls, experience school-related problems such as higher levels of bullying [e.g., 63 , 64 ], school anxiety [ 49 ], lower school well-being [ 65 ], more peer problems [e.g., 66 , 67 ], as well as lower social involvement in the classroom [e.g., 68 ]. In addition, studies conducted during the COVID-19 pandemic have revealed a decrease in, for example, bullying [e.g., 69 ] and body-weight concerns [ 70 ].…”

Section: Discussionmentioning

confidence: 99%

Distance learning during the COVID-19 pandemic for children with ADHD and/or ASD: a European multi-center study examining the role of executive function deficits and age

Thorell

Fuermaier

Christiansen

et al. 2022

Child Adolesc Psychiatry Ment Health

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Background One of the COVID-19 pandemic consequences that has affected families the most is school lockdowns. Some studies have shown that distance learning has been especially challenging for families with a child with neurodevelopmental disorders such as ADHD or ASD. However, previous studies have not taken the heterogeneity of these disorders into account. The aim of the present study was therefore to investigate differences between families with a child with ADHD, ASD, or both conditions, and to examine the role of underlying deficits in executive functioning (EF) in both children and parents in relation to negative and positive effects of distance learning. Methods Survey data assessing both negative and positive experiences of distance learning were collected from parents with a child aged 5–19 years in seven Western European countries: the UK, Germany, Spain, Sweden, the Netherlands, Italy, and Belgium. Altogether, the study included 1010 families with a child with ADHD and/or ASD and an equally large comparison group of families with a child without mental health problems. We included measures of three different types of negative effects (i.e., effects on the child, effects on the parent, and lack of support from school) and positive effects on the family. Results Results confirmed that families with a child with ADHD, ASD or a combination of ADHD and ASD showed higher levels of both negative and positive effects of distance learning than the comparison group. However, few differences were found between the clinical groups. Group differences were more pronounced for older compared to younger children. Regarding the role of both ADHD/ASD diagnosis and EF deficits, primarily children’s EF deficits contributed to high levels of negative effects. Parent EF deficits did not contribute significantly beyond the influence of child EF deficits. Families of children with ADHD/ASD without EF deficits experienced the highest levels of positive effects. Conclusions School closings during COVID-19 have a major impact on children with EF problems, including children with neurodevelopmental disorders. The present study emphasizes that schools should not focus primarily on whether a student has a neurodevelopmental disorder, but rather provide support based on the student’s individual profile of underlying neuropsychological deficits.

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Section: Discussionmentioning

confidence: 99%

Distance learning during the COVID-19 pandemic for children with ADHD and/or ASD: a European multi-center study examining the role of executive function deficits and age

Thorell

Fuermaier

Christiansen

et al. 2022

Child Adolesc Psychiatry Ment Health

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“…Adolescents with mild to borderline intellectual disability ranged from 0.0% to 49.8% for tobacco use in a literature review. 24 Tiikkaja and Tindberg 25 found using tobacco were more frequent among adolescents in the disability group compared to peers with no disability, and the associations were even stronger adolescents with ADHD. Overall, McMillen et al 26 found that students with disabilities were at significantly higher risk for cigarette smoking, using alcohol, being overweight, feeling sad or hopeless, feeling stressed, feeling alone, and considering suicide.…”

Section: Methodsmentioning

confidence: 98%

Tobacco Use in Adolescents With Disabilities: A Literature Review

Wells

2023

Subst�Abuse

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The use of tobacco products by adolescents has greatly increased in recent years. Adolescents with disabilities have demonstrated higher instances of e-cigarette and tobacco use in relation to their peers without disabilities. Repercussions for e-cigarette and tobacco use increase negative physical and health implications and financial which ultimately will further the gap for individuals with disabilities over time. It is argued that adolescents with disabilities are more susceptible to begin using tobacco and remain using tobacco which can lead to further use of addictive substances. In this paper, the researcher explained the use of tobacco within the adolescent population, specifically for individuals with disabilities, the impact of tobacco use for individuals with disabilities, reviewed previous studies on tobacco use for adolescents with disabilities, points to the need for educational policy reform, and stated certain recommendations for mitigating tobacco use in adolescents with disabilities, which may result in positive future outcomes. The literature review indicated that the targeted interventions in schools or peer groups reduces tobacco use in adolescents with disabilities.

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“…One study (Tiikkaja & Tindberg, 2021) analyses the relationship between poor school-related well-being and disabilities or ADHD among adolescents aged 15-18 in Sweden. Young people with disabilities or ADHD reported that their disability had a negative impact on their schooling and compared to peers without disabilities, those with disabilities have an increased risk of poor school-related well-being.…”

Section: Well-being At Schoolmentioning

confidence: 99%

Young men’s mental ill-health in the Nordics

Randell

2023

TemaNord

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Research overview point by pointMental ill-health and gender: Men ind it more dif icult to seek help for mental health problems because of masculinity norms and mental ill-health being stigmatised.School effects: School closures and distance teaching during the pandemic have negatively affected young people's well-being and learning, in particular young men. Education and training and the workplace:Young men who are neither studying nor working pose a challenge and need individualised support to enter the labour market. Effects of the pandemic:The COVID-19 pandemic has had a signi icant negative impact on young people's mental health, with increased anxiety and depressive symptoms, especially among young women. Physical activity and lifestyle:Physical activity has positive effects on young people's mental health and performance at work, but many young men reduced their physical activity during the pandemic.Gambling addiction and high-risk behaviours: Problematic gambling is more common among young men than young women and has a negative impact on their schooling as well as their working lives.Body dissatisfaction: When teenagers feel dissatis ied with their bodies, it affects their school performance and well-being.Intervention and support: Early interventions, access to psychosocial support at school, and reducing the stigma around mental ill-health are important measures for promoting young men's mental health.

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Poor School-Related Well-Being among Adolescents with Disabilities or ADHD

Cited by 10 publications

References 26 publications

Distance learning during the COVID-19 pandemic for children with ADHD and/or ASD: a European multi-center study examining the role of executive function deficits and age

Distance learning during the COVID-19 pandemic for children with ADHD and/or ASD: a European multi-center study examining the role of executive function deficits and age

Tobacco Use in Adolescents With Disabilities: A Literature Review

Young men’s mental ill-health in the Nordics

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