Thorell Lisa B, Klint Carlander Anna-Karin, Demetry Youstina, Marainen Lisa, Nilsson Sarah, Skoglund Charlotte
Department of Clinical Neuroscience, Karolinska Institutet, 17177 Stockholm, Sweden.
Department of Clinical Sciences at Danderyd, Karolinska Institutet, 17177 Stockholm, Sweden.
Int J Environ Res Public Health. 2024 Mar 23;21(4):388. doi: 10.3390/ijerph21040388.
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.
对儿童及其家庭而言，与新冠疫情相关的最大挑战之一是因学校关闭而要应对远程学习。我们还从之前的研究中了解到，家中有患有神经发育障碍（如多动症或自闭症谱系障碍）孩子的家庭，比其他家庭面临更多困难，但也体验到了一些积极影响。然而，相关的定性研究较少。因此，本研究旨在调查在新冠疫情期间，大量患有多动症和/或自闭症谱系障碍的青少年家庭以及匹配的对照组家庭（共682个）中，家长对于远程学习的负面影响和积极影响的体验。作为一项更大规模调查研究的一部分，数据通过开放式问题收集。针对负面影响和积极影响，分别确定了五个带有不同子主题的主要主题：（1）教学，（2）社交，（3）支持，（4）儿童因素，以及（5）家庭环境。此外，针对负面影响确定了“技术问题”这一主要主题。患有多动症/自闭症谱系障碍孩子的家庭比对照组更频繁地报告了与“儿童因素”和“支持”相关的负面影响，以及与“教学”和“技术问题”某些方面相关的负面影响。关于积极影响，主要在“儿童因素”主题方面发现了显著的组间差异。这些发现既从如何为未来可能的疫情做好最佳准备的角度进行了讨论，也从学校开学时如何为患有多动症和/或自闭症谱系障碍的儿童提供最佳教育支持的角度进行了讨论。
