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.