In April 2021, Understood’s “Pandemic Learning Impact Study” surveyed a total of 1,500 parents of both neurotypical children and children who learn and think differently across the U.S. to understand how the COVID-19 pandemic has impacted children academically and emotionally. The report found that children who have learning and thinking differences, like ADHD, or specific learning disabilities like dyslexia, are experiencing considerably more challenges than typical children. 59% of parents of those with learning differences say their children are a year behind because of the pandemic.
Understood’s “Pandemic Learning Impact Study,” which surveyed 1,500 parents, found that those with children who have learning and thinking differences, like ADHD , or specific learning disabilities like dyslexia , are experiencing considerably more challenges than children without learning and thinking differences.
“As we look to the next normal while still in the midst of the ongoing COVID-19 pandemic, we need to understand the full impact remote learning had on our nation’s children, especially those with learning and thinking differences,” said Fred Poses, CEO of Understood. “Our study findings validate that those with learning and thinking differences are especially vulnerable at this time and that our mission to help these kids thrive is more important than ever today and moving forward.”
The study unveiled that in the remote learning environment, nearly three-quarters (72%) of parents have become aware or noticed their children have a learning and thinking difference. And an astounding 59% of parents of those with learning and thinking differences say their children are a year behind because of the pandemic and may never catch up, while only 16% of typical parents — those whose children have not exhibited signs or have not been diagnosed with a learning difference — believe their children are behind in their studies.
In addition, 44% of parents of children with learning and thinking differences say their child’s legal right to access an equitable education has been abandoned since the move to remote learning.
Children with learning and thinking differences have been particularly impacted emotionally by the pandemic’s schooling changes, which has driven high levels of concern and anxiety at home.
Almost half of all parents (48%) have noticed behavioral changes in their children since the start of the pandemic and an equal percentage (48%) of those with learning and thinking differences report suffering high to extreme levels of school-based anxiety since the pandemic, […]