Objective:

This research involved the parents of ADHD students to explore how their children coped with online distance learning during COVID-19 pandemic and what implications this schooling method had on their emotional and behavioral well-being.

Method:

Data were collected during lockdown using an online questionnaire addressed to 100 mothers and were compared with 184 matched controls from a national survey launched in the same period.

Results:

Attention span, spontaneous commitment, and autonomy in distance learning was found to be more limited in ADHD group. Compared to controls, 21.7% of ADHD students were not assessed and 40.9% did not receive grades. Behavioral changes were reported in both groups (64.2%), represented mainly by restlessness, aggressiveness, and anxiety.

Conclusion:

Distance education increases academic difficulties, especially in ADHD pupils. The effects of lockdown should be adequately evaluated upon school reopening and appropriate recovery interventions should be planned.

中文翻译：

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患有和不患有多动症的儿童的远程学习：COVID-19 大流行期间的病例对照研究

客观的：

这项研究让 ADHD 学生的父母探索他们的孩子在 COVID-19 大流行期间如何应对在线远程学习，以及这种学校教育方法对他们的情绪和行为健康有什么影响。

方法：

数据是在封锁期间使用针对 100 名母亲的在线问卷收集的，并与同期启动的全国调查中的 184 名匹配对照进行了比较。

结果：

远程学习的注意力广度、自发承诺和自主性在 ADHD 组中受到更多限制。与对照组相比，21.7% 的 ADHD 学生没有接受评估，40.9% 的学生没有获得成绩。两组都报告了行为变化（64.2%），主要表现为烦躁、攻击性和焦虑。

结论：

远程教育增加了学业困难，特别是在多动症学生中。应在学校重新开学时充分评估锁定的影响，并应计划适当的恢复干预措施。