COVID-19 Resulted in Lower Grades for Male High School Students and Students With ADHD

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dc.contributor.authorBreaux, Rosannaen
dc.contributor.authorDunn, Nicholas C.en
dc.contributor.authorLangberg, Joshua M.en
dc.contributor.authorCusick, Caroline N.en
dc.contributor.authorDvorsky, Melissa R.en
dc.contributor.authorBecker, Stephen P.en
dc.date.accessioned2021-12-02T15:46:12Zen
dc.date.available2021-12-02T15:46:12Zen
dc.date.issued2021-10-26en
dc.description.abstractObjective: Researchers have speculated that the COVID-19 pandemic may expand the academic performance gap experienced by at-risk students. We examined learning experiences during the 2020 to 2021 school year and the impact the pandemic has had on high school student grade point average (GPA), including predictors of change in GPA from 2019-2020 to 2020-2021. Method: Participants were 238 adolescents (55.5% male), 49.6% with attention-deficit/hyperactivity disorder (ADHD), in the United States. Adolescents reported on their GPAs via online surveys. Results: GPA significantly decreased on average from 2019-2020 to 2020-2021 school year. ADHD status and biological sex significantly moderated change-students with ADHD and male students reported decreased GPA, whereas students without ADHD and female students' GPA did not change. Low income and Black/Latinx students had lower GPAs in both school years. Conclusion: It is imperative that additional supports be provided for at-risk students to help them catch up on missed learning during the pandemic.en
dc.description.notesThe authors disclosed receipt of the following financial support for research, authorship, and/or publication of this article: This research was supported by the Institute of Education Science (IES), U.S. Department of Education (grant R305A160126), Cincinnati Children's Research Foundation, and a Virginia Tech COVID-19 Rapid Response Seed Grant. The funding sources had no role in the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review, or approval of the manuscript; or decision to submit the manuscript for publication.en
dc.description.sponsorshipInstitute of Education Science (IES), U.S. Department of Education [R305A160126]; Cincinnati Children's Research Foundation; Virginia Tech COVID-19 Rapid Response Seed Granten
dc.description.versionPublished versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.1177/10870547211044211en
dc.identifier.eissn1557-1246en
dc.identifier.issn1087-0547en
dc.identifier.other1.08705472110442E+016en
dc.identifier.pmid34696611en
dc.identifier.urihttp://hdl.handle.net/10919/106813en
dc.language.isoenen
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectadolescenceen
dc.subjectADHDen
dc.subjectcoronavirusen
dc.subjectacademic performanceen
dc.subjectremote learningen
dc.titleCOVID-19 Resulted in Lower Grades for Male High School Students and Students With ADHDen
dc.title.serialJournal of Attention Disordersen
dc.typeArticle - Refereeden
dc.type.dcmitypetexten

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