Parents of adolescents with ADHD had less confidence in managing remote learning, and they subsequently had more difficulties in supporting home learning and communication with the school. Specifically, parents of adolescents with ADHD with an IEP/504 plan had more difficulties supporting remote learning relative to those without a plan. 31% of parents with adolescents with ADHD who have IEP/504 plans reported finding it very challenging to have schooling moved remotely. 

Emotional stressors of families/parents of adolescents with ADHD during the COVID 19 pandemic

Adolescents from lower-income families were more likely to engage in no remote learning, to experience financial burden, and to experience difficulties during remote learning. 12% of families reported needing to buy a better internet plan, and almost 1/4 of the families studied reported incurring a cost to support their adolescent's home learning, averaging at about \$200.00.

Financial stressors of families/parents of adolescents with ADHD during the COVID-19 pandemic

The stressors that are heightened for parents and families of students with ADHD can be broken into two categories: 

1. Financial stressors 
2. Emotional stressors

Georgetown University

Students with ADHD were particularly impacted by the switch to remote learning and other effects of the Covid-19 pandemic. 

The Covid-19 pandemic and it's impact on students with ADHD 

Becker, Breaux, R., Cusick, C. N., Dvorsky, M. R., Marsh, N. P., Sciberras, E., & Langberg, J. M. (2020). Remote Learning During COVID-19: Examining School Practices, Service Continuation, and Difficulties for Adolescents With and Without Attention-Deficit/Hyperactivity Disorder. Journal of Adolescent Health, 67(6), 769–777. [https://doi.org/10.1016/j.jadohealth.2020.09.002](https://doi.org/10.1016/j.jadohealth.2020.09.002)

Remote Learning During COVID-19: Examining School Practices, Service Continuation, and Difficulties for Adolescents With and Without Attention-Deficit/Hyperactivity Disorder

Students with ADHD faced larger disruptions to their routines, and this made their experience learning remotely more difficult. Adolescents without ADHD did not differ in their self-rating of positive affect, negative affect, or difficulties concentrating due to Covid. However, ADHD status significantly moderated the correlation between difficulty concentrating because of COVID 19 and remote learning difficulties. More parent-reported routines were associated with fewer difficulties for both groups, but this was stronger for those without adolescents with ADHD. Students with ADHD reported increased lack of routines and more difficulty focusing during online learning. 

Students with ADHD and Routine Disruption

For the families studied with adolescents with ADHD, home-school communication was significantly disrupted. Parent learning support and communication with the schools were heightened for those with students with learning disabilities and ADHD. Most adolescents who received school counseling/therapy or tutoring reported to not continue receiving these services during the initial stay-at-home order. Additionally, 30% of students who had meals provided by the schools before the pandemic did not continue to receive meals during remote learning. 

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