Thorell, L.B.; Klint Carlander, A.-K.; Demetry, Y.; Marainen, L.; Nilsson, S.; Skoglund, C. Parental Experiences of Distance Learning in Families with and without an Adolescent with ADHD/ASD: A Large Qualitative Survey Study. Int. J. Environ. Res. Public Health2024, 21, 388.
Thorell, L.B.; Klint Carlander, A.-K.; Demetry, Y.; Marainen, L.; Nilsson, S.; Skoglund, C. Parental Experiences of Distance Learning in Families with and without an Adolescent with ADHD/ASD: A Large Qualitative Survey Study. Int. J. Environ. Res. Public Health 2024, 21, 388.
Thorell, L.B.; Klint Carlander, A.-K.; Demetry, Y.; Marainen, L.; Nilsson, S.; Skoglund, C. Parental Experiences of Distance Learning in Families with and without an Adolescent with ADHD/ASD: A Large Qualitative Survey Study. Int. J. Environ. Res. Public Health2024, 21, 388.
Thorell, L.B.; Klint Carlander, A.-K.; Demetry, Y.; Marainen, L.; Nilsson, S.; Skoglund, C. Parental Experiences of Distance Learning in Families with and without an Adolescent with ADHD/ASD: A Large Qualitative Survey Study. Int. J. Environ. Res. Public Health 2024, 21, 388.
Abstract
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 experiences some positive effects. However, few qualitative studies have been conducted. The present study therefore aimed to investigate parental experiences of 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 (n = 682). Data was 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 addiction, the main themes “Technical problems” were 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 botn in terms of how to best prepare for possible future pandemics, but also how to best provide educational support for children with ADHD and/or ASD when schools are open.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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