Università degli Studi di Milano, Milan, Italy.
Istituto di Ricerche Farmacologiche Mario Negri IRCCS, Milan, Italy.
J Atten Disord. 2022 Apr;26(6):902-914. doi: 10.1177/10870547211027640. Epub 2021 Aug 13.
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.
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.
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.
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.
本研究涉及 ADHD 学生的家长，以探讨他们的孩子在 COVID-19 大流行期间如何应对在线远程学习，以及这种教学方法对他们的情绪和行为健康有何影响。
在封锁期间，通过在线问卷收集数据，该问卷面向 100 名母亲，并与同期发起的全国性调查中的 184 名匹配对照进行比较。
研究发现，ADHD 组在远程学习中的注意力持续时间、自发投入和自主性方面受到更多限制。与对照组相比，21.7%的 ADHD 学生未被评估，40.9%的学生未获得成绩。两个组都报告了行为变化（64.2%），主要表现为不安、攻击性和焦虑。
远程教育增加了学业困难，尤其是对 ADHD 学生。在学校重新开学时，应充分评估封锁的影响，并计划适当的恢复干预措施。
