The COVID-19 pandemic has markedly impacted functioning for children and adolescents including those with attention-deficit/hyperactivity disorder (ADHD). We explored home learning difficulties (HLD) during COVID-19 restrictions in Australian children (aged 5–17) with ADHD, aiming to: (1) describe home learning experiences, and (2) examine associations between child anxiety (i.e., concurrent anxiety symptoms and pre-existing anxiety disorder status) and HLD. Baseline data from the longitudinal ADHD COVID-19 Survey were used (n = 122). Parents reported on school factors and HLD; pre-existing anxiety and co-occurring difficulties; anxiety, ADHD, and oppositional symptoms; demographics; and medications. Parents retrospectively reported more children often looked forward to school pre-pandemic, than during the pandemic. Anxiety symptoms, but not pre-existing anxiety disorder status, were associated with HLD after accounting for covariates. ADHD inattention symptoms were also associated with HLD. Results support recommendations to continue pre-pandemic supports to assist with ADHD symptoms during home learning, and strategies/supports for families are discussed.

COVID-19 大流行显着影响了儿童和青少年的功能，包括患有注意力缺陷/多动障碍 (ADHD) 的儿童和青少年。我们探讨了在 COVID-19 限制期间对患有 ADHD 的澳大利亚儿童（5-17 岁）的家庭学习困难 (HLD)，目的是：(1) 描述家庭学习经历，以及 (2) 检查儿童焦虑（即并发焦虑）之间的关联症状和先前存在的焦虑症状态）和 HLD。使用了 ADHD COVID-19 纵向调查的基线数据 ( n  = 122)。家长报告学校因素和 HLD；先前存在的焦虑和同时发生的困难；焦虑、多动症和对立症状；人口统计；和药物。家长们回顾性地报告说，在大流行前，比大流行期间更期待上学的孩子更多。考虑协变量后，焦虑症状与 HLD 相关，但与先前存在的焦虑障碍状态无关。ADHD 注意力不集中症状也与 HLD 相关。结果支持了继续大流行前支持以协助家庭学习期间多动症症状的建议，并讨论了针对家庭的策略/支持。