Investigating the impact of at-home learning on secondary school aged children with ADHD: a qualitative study.
Principal Investigator(s): View help for Principal Investigator(s) Brad T. Hatton
Version: View help for Version V1
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Project Citation:
Hatton, Brad T. Investigating the impact of at-home learning on secondary school aged children with ADHD: a qualitative study. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2021-11-15. https://doi.org/10.3886/E154721V1
Project Description
Summary:
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Students with
ADHD can benefit from at-home learning in terms of managing their symptoms,
however lockdown restrictions due to the pandemic are having negative impacts
on the student population. This study was designed to ascertain how students
with ADHD have been impacted by at-home learning under lockdown restrictions.
An interpretative phenomenological analysis was conducted using semi-structured
interviews from students, parents and teaching staff. These interviews were used to identify three
main themes (anxiety caused by at-home learning, change in social interaction
and academic impact of at-home learning) that best identified the participants
experiences. The results suggested that whilst supportive home environments
helped students with ADHD to better manage their symptoms, social anxiety was a
significant problem and not all schools allowed students with ADHD to take full
advantage of at-home learning for their students with ADHD.
Scope of Project
Subject Terms:
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Attention Deficient Hyperactivity Disorder;
ADHD;
Covid;
home learning;
lockdown;
Secondary School
Time Period(s):
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5/20/2020 – 7/1/2021 (2020 Lockdown period)
Collection Date(s):
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6/1/2021 – 8/10/2021 (2021 Summer)
Universe:
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Secondary School age children who experienced at-home learning during the lockdown of the Covid pandemic in 2020/2021
Data Type(s):
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text
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