Introduction

The pandemic has made learning difficult for students with Attention Deficit Hyperactivity Disorder (ADHD), exacerbating academic and family challenges. Remote learning has revealed technological, emotional, and structural deficiencies, particularly affecting young children. This study analyzes caregivers’ perceptions of this situation.

Objective

To identify the perception of parents and/or guardians about the learning performance of children and adolescents with ADHD during the Covid-19 pandemic.

Methods

This is a descriptive, exploratory study with a qualitative approach. Nine parents/guardians of children and adolescents aged 6 to 14 years old, diagnosed with Attention Deficit Hyperactivity Disorder, regularly treated at the Novo Rumo Association in the city of Recife, participated in the research. The participants answered a semi-structured interview to investigate their learning performance during the Covid-19 pandemic.

Results

Thematic content analysis was developed based on the statements of parents/guardians, and three thematic categories were listed: I. Barriers encountered by parents and/or guardians in the process of adapting to remote learning; II. Impacts of ADHD characteristics on the learning process; III. Learning process of students with ADHD during the pandemic.

Considerations

The learning performance of children and adolescents with ADHD has been impacted by the Covid-19 pandemic, with parents and/or guardians having great difficulty in conducting school activities. The importance of new research that monitors the academic performance of children with ADHD today is noted, since the pandemic has left a significant legacy of harm.

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