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Parental Experiences of Distance Learning in Families with and without an Adolescent with ADHD/ASD: A Large Qualitative Survey Study

Author

Listed:
  • Lisa B. Thorell

    (Department of Clinical Neuroscience, Karolinska Institutet, 17177 Stockholm, Sweden)

  • Anna-Karin Klint Carlander

    (Department of Clinical Sciences at Danderyd, Karolinska Institutet, 17177 Stockholm, Sweden)

  • Youstina Demetry

    (Department of Clinical Neuroscience, Karolinska Institutet, 17177 Stockholm, Sweden)

  • Lisa Marainen

    (Department of Clinical Neuroscience, Karolinska Institutet, 17177 Stockholm, Sweden)

  • Sarah Nilsson

    (Department of Clinical Neuroscience, Karolinska Institutet, 17177 Stockholm, Sweden)

  • Charlotte Skoglund

    (Department of Women and Child Health, Uppsala University, 75124 Uppsala, Sweden)

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 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 ( n = 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.

Suggested Citation

  • Lisa B. Thorell & Anna-Karin Klint Carlander & Youstina Demetry & Lisa Marainen & Sarah Nilsson & Charlotte Skoglund, 2024. "Parental Experiences of Distance Learning in Families with and without an Adolescent with ADHD/ASD: A Large Qualitative Survey Study," IJERPH, MDPI, vol. 21(4), pages 1-18, March.
    • Handle: RePEc:gam:jijerp:v:21:y:2024:i:4:p:388-:d:1362625
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    References listed on IDEAS

    as
    1. Emily Widnall & Emma A. Adams & Ruth Plackett & Lizzy Winstone & Claire M. A. Haworth & Becky Mars & Judi Kidger, 2022. "Adolescent Experiences of the COVID-19 Pandemic and School Closures and Implications for Mental Health, Peer Relationships and Learning: A Qualitative Study in South-West England," IJERPH, MDPI, vol. 19(12), pages 1-14, June.
    2. Anna Fridell & Hjalmar Nobel Norrman & Linda Girke & Sven Bölte, 2022. "Effects of the Early Phase of COVID-19 on the Autistic Community in Sweden: A Qualitative Multi-Informant Study Linking to ICF," IJERPH, MDPI, vol. 19(3), pages 1-47, January.
    3. Sissela B. Nutley & Jonas Burén & Lisa B. Thorell, 2023. "COVID-19 Restrictions Resulted in Both Positive and Negative Effects on Digital Media Use, Mental Health, and Lifestyle Habits," IJERPH, MDPI, vol. 20(16), pages 1-13, August.
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