Parental Experiences of Distance Learning in Families with and without an Adolescent with ADHD/ASD: A Large Qualitative Survey Study
One of the greatest COVID-19-related challenges for children and their families was managing distance learning due to school closures. We also know from previous research that families with a child with a neurodevelopmental disorder such as ADHD or ASD were struggling more than others but also exper...
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| Veröffentlicht in: | International journal of environmental research and public health 2024-03, Vol.21 (4), p.388 |
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| creator | Thorell, Lisa B Klint Carlander, Anna-Karin Demetry, Youstina Marainen, Lisa Nilsson, Sarah Skoglund, Charlotte |
| description | One of the greatest COVID-19-related challenges for children and their families was managing distance learning due to school closures. We also know from previous research that families with a child with a neurodevelopmental disorder such as ADHD or ASD were struggling more than others but also experienced some positive effects. However, few qualitative studies have been conducted. The present study therefore aimed to investigate parental experiences of the negative and positive effects of distance learning during the COVID-19 pandemic in a large sample of families with an adolescent with ADHD and/or ASD and a matched comparison group (
= 682). Data were collected through open-ended questions as part of a larger survey study. Five main themes with different sub-themes were identified for both negative and positive effects: (1) Teaching, (2) Social, (3) Support, (4) Child factors, and (5) Home environment. In addition, the main theme "Technical problems" was identified for negative effects. Families with a child with ADHD/ASD reported negative effects related to "Child factors" and "Support" more frequently than the controls, as well as negative effects related to some aspects of "Teaching" and "Technical problems". Regarding positive effects, significant group differences were primarily found for the theme "Child factors". These findings are discussed both in terms of how to best prepare for possible future pandemics, but also of how to best provide educational support for children with ADHD and/or ASD when schools are open. |
| doi_str_mv | 10.3390/ijerph21040388 |
| format | Article |
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= 682). Data were collected through open-ended questions as part of a larger survey study. Five main themes with different sub-themes were identified for both negative and positive effects: (1) Teaching, (2) Social, (3) Support, (4) Child factors, and (5) Home environment. In addition, the main theme "Technical problems" was identified for negative effects. Families with a child with ADHD/ASD reported negative effects related to "Child factors" and "Support" more frequently than the controls, as well as negative effects related to some aspects of "Teaching" and "Technical problems". Regarding positive effects, significant group differences were primarily found for the theme "Child factors". These findings are discussed both in terms of how to best prepare for possible future pandemics, but also of how to best provide educational support for children with ADHD and/or ASD when schools are open.</description><identifier>ISSN: 1660-4601</identifier><identifier>ISSN: 1661-7827</identifier><identifier>EISSN: 1660-4601</identifier><identifier>DOI: 10.3390/ijerph21040388</identifier><identifier>PMID: 38673301</identifier><language>eng</language><publisher>Switzerland: MDPI AG</publisher><subject>Adolescent ; Adult ; Attention Deficit Disorder with Hyperactivity - psychology ; Child ; COVID-19 ; COVID-19 - psychology ; Distance learning ; Education, Distance ; Female ; Humans ; Male ; Pandemics ; Parents - psychology ; Psykologi ; Psykologi (exklusive tillämpad psykologi) ; Qualitative Research ; Samhällsvetenskap ; SARS-CoV-2 ; Students ; Surveys and Questionnaires ; Teenagers</subject><ispartof>International journal of environmental research and public health, 2024-03, Vol.21 (4), p.388</ispartof><rights>2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c3218-fbabb60a50c1aa8fbb000a37f68e4c0053ba85e4115cfb16b411f30b39572f7d3</cites><orcidid>0000-0002-7417-6637</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,315,553,781,785,886,27929,27930</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/38673301$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink><backlink>$$Uhttp://kipublications.ki.se/Default.aspx?queryparsed=id:238673301$$DView record from Swedish Publication Index$$Hfree_for_read</backlink></links><search><creatorcontrib>Thorell, Lisa B</creatorcontrib><creatorcontrib>Klint Carlander, Anna-Karin</creatorcontrib><creatorcontrib>Demetry, Youstina</creatorcontrib><creatorcontrib>Marainen, Lisa</creatorcontrib><creatorcontrib>Nilsson, Sarah</creatorcontrib><creatorcontrib>Skoglund, Charlotte</creatorcontrib><title>Parental Experiences of Distance Learning in Families with and without an Adolescent with ADHD/ASD: A Large Qualitative Survey Study</title><title>International journal of environmental research and public health</title><addtitle>Int J Environ Res Public Health</addtitle><description>One of the greatest COVID-19-related challenges for children and their families was managing distance learning due to school closures. We also know from previous research that families with a child with a neurodevelopmental disorder such as ADHD or ASD were struggling more than others but also experienced some positive effects. However, few qualitative studies have been conducted. The present study therefore aimed to investigate parental experiences of the negative and positive effects of distance learning during the COVID-19 pandemic in a large sample of families with an adolescent with ADHD and/or ASD and a matched comparison group (
= 682). Data were collected through open-ended questions as part of a larger survey study. Five main themes with different sub-themes were identified for both negative and positive effects: (1) Teaching, (2) Social, (3) Support, (4) Child factors, and (5) Home environment. In addition, the main theme "Technical problems" was identified for negative effects. Families with a child with ADHD/ASD reported negative effects related to "Child factors" and "Support" more frequently than the controls, as well as negative effects related to some aspects of "Teaching" and "Technical problems". Regarding positive effects, significant group differences were primarily found for the theme "Child factors". 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= 682). Data were collected through open-ended questions as part of a larger survey study. Five main themes with different sub-themes were identified for both negative and positive effects: (1) Teaching, (2) Social, (3) Support, (4) Child factors, and (5) Home environment. In addition, the main theme "Technical problems" was identified for negative effects. Families with a child with ADHD/ASD reported negative effects related to "Child factors" and "Support" more frequently than the controls, as well as negative effects related to some aspects of "Teaching" and "Technical problems". Regarding positive effects, significant group differences were primarily found for the theme "Child factors". These findings are discussed both in terms of how to best prepare for possible future pandemics, but also of how to best provide educational support for children with ADHD and/or ASD when schools are open.</abstract><cop>Switzerland</cop><pub>MDPI AG</pub><pmid>38673301</pmid><doi>10.3390/ijerph21040388</doi><orcidid>https://orcid.org/0000-0002-7417-6637</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Adolescent Adult Attention Deficit Disorder with Hyperactivity - psychology Child COVID-19 COVID-19 - psychology Distance learning Education, Distance Female Humans Male Pandemics Parents - psychology Psykologi Psykologi (exklusive tillämpad psykologi) Qualitative Research Samhällsvetenskap SARS-CoV-2 Students Surveys and Questionnaires Teenagers |
| title | Parental Experiences of Distance Learning in Families with and without an Adolescent with ADHD/ASD: A Large Qualitative Survey Study |
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