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

The pandemic put more stress on parents and families of students with ADHD. 

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. 

Home-school communication during COVID 19 pandemic for students with learning difficulties 

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

Georgetown University

The COVID-19 pandemic greatly affected the education experience of students. The lockdowns had serious implications on students' mental health, resulting in psychological problems including frustration, stress, and depression

Psychological Effects of COVID-19 on Students

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

A study done by Kunal Chaturvedi, Dinesh Kumar Vishwakarma, and NidhiSingh in 2020 investigated the impact of the COVID-19 pandemic on the education, health, and lifestyle of students from different age-groups.

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