Children, Год журнала: 2024, Номер 11(12), С. 1551 - 1551

Опубликована: Дек. 20, 2024

The COVID-19 pandemic triggered a global transition to distance learning, which significantly impacted children's mental health. In Saudi Arabia, remote education began on 8 March 2020, lasting between 1.5 2.5 years. This study aims explore the psychological effects of learning children and adolescents, with focus health challenges coping mechanisms. A cross-sectional was conducted using an online survey distributed parents aged 6 18 in major metropolitan areas Jeddah Riyadh. included demographic questions Arabic version Vanderbilt ADHD Diagnostic Rating Scale, tool for assessing behavioral challenges, anxiety, symptoms attention deficit hyperactivity disorder (ADHD). total 71.6% families reported positive experience learning. significant correlation found parents' marital status ability cope education. Interestingly, without experienced three times more negative outcomes than those symptoms. However, despite reporting fewer experiences, exhibited increased symptom severity academic difficulties. Of students, 5.4% were diagnosed predominantly inattentive ADHD, 1.8% hyperactive/impulsive 3.9% combined ADHD. Additionally, 7.2% students screened oppositional defiant disorder, 1.5% conduct 6.6% anxiety or depression. Children from separated divorced likely exhibit (p = 0.002). < 0.05). represents first comprehensive, multi-city investigation Arabia examining relationship sociodemographic factors, children. findings highlight faced by during emphasize need targeted interventions support both outcomes. These results offer valuable insights future research inform strategies address well-being scenarios involving

Язык: Английский