Impact of COVID-19 on Mental Health and Learning in Children with ADHD

The COVID-19 pandemic and associated containment measures markedly disrupted the daily lives of children with ADHD, amplifying pre-existing vulnerabilities in mental health and academic functioning. Social distancing, school closures and the shift to remote learning often led to heightened levels of inattention, hyperactivity and impulsivity, compounded by deteriorations in sleep patterns and emotion regulation. Prolonged screen time and reduced physical activity contributed to poorer sleep hygiene and increased rumination, exacerbating both internalising and externalising symptoms. The heterogeneity of ADHD presentations meant that some children experienced persistent symptom escalation, while others displayed transient adaptation, underscoring the role of individual and contextual factors such as age, socioeconomic status and comorbidities. In the educational domain, abrupt transitions to distance learning exposed gaps in executive function and self-regulatory capacities, resulting in lower engagement, incomplete assignments and widening attainment gaps, particularly among those with underlying planning and organisational challenges. Caregivers reported elevated stress and difficulties in managing their children’s learning and emotional needs, highlighting the need for integrated support strategies. Globally, these findings call for proactive clinical and educational interventions to bolster resilience and continuity of care for this at-risk population.

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Impact of COVID-19 on Mental Health and Learning in Children with ADHD publication trend

The graph below shows the total number of articles in impact of covid-19 on mental health and learning in children with adhd across all publications each year (not limited to Nature Index journals).

Technical terms

Attention-deficit/hyperactivity disorder (ADHD): A neurodevelopmental condition characterised by persistent patterns of inattention, hyperactivity and impulsivity.

Executive function: The set of cognitive processes—including planning, working memory and inhibitory control—that support self-regulation and goal-directed behaviour.

Longitudinal cohort study: An observational research design following the same participants over multiple time points to assess changes and causal factors.

Distance learning: Educational instruction delivered remotely through digital platforms, often implemented during periods of school closure.

Emotion regulation: Cognitive and behavioural strategies employed to monitor, evaluate and modify emotional reactions.

References

1. Mental health during the COVID-19 pandemic in children and adolescents with ADHD: A systematic review of controlled longitudinal cohort studies. Neuroscience & Biobehavioral Reviews (2023).
2. Psychological impact of six weeks of strict home confinement in Spanish families having school-aged children with attention-deficit/hyperactivity disorder. Psychiatry Research (2023).
3. Distance learning during the COVID-19 pandemic for children with ADHD and/or ASD: a European multi-center study examining the role of executive function deficits and age. Child and Adolescent Psychiatry and Mental Health (2022).
4. Physical Health, Media Use, and Mental Health in Children and Adolescents With ADHD During the COVID-19 Pandemic in Australia. Journal of Attention Disorders (2020).