ADHD and Virtual Learning

Written by: Rebecca L. Marshall, Ph.D.

The school year has started off virtually for over 50% of the nation’s students. According to an August 2020 study by Burbio, a digital monitoring platform, the larger the school district, the more likely K-12 students are to be learning remotely. Of the 200 largest school districts in the United States, 66% are virtual.

Students and parents got a taste of virtual learning in the Spring 2020 semester, but the academic requirements were relatively relaxed for most students as the nation initially responded to the COVID-19 pandemic. Academic requirements and grading standards are becoming more rigorous across public schools as the prospect of semester- or year-long virtual school is becoming a reality.

Many parents are now getting a firsthand view of their children’s engagement in remote learning sessions, and many are finding reason for concern. Virtual learning environments can be especially challenging for students with learning difficulties, including children with attention problems.

Students struggling to pay attention for necessary lengths of time in virtual learning environments may need an added level of structure and organization to find success. They may also need academic accommodations, including direct engagement through one-on-one learning sessions with teachers and tutors, as well as extra time to complete assignments and tests.

Psycho-educational or neuropsychological testing is typically required to identify whether a diagnosis is appropriate and whether academic accommodations are warranted. For more information about psycho-educational and neuropsychological testing for academic accommodations and attention problems, please contact Rebecca Marshall, Ph.D. 678-474-6744. Pro bono consultations are available.