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Abstract
The global crisis of COVID-19 demanded that schools adapt to online education at an unprecedented pace. Remote learning has followed social distancing protocols and helped in continuation of education. However, in children with mental health disorders (C-MHD), the outcomes of online learning are not similar to normal individuals. The primary objective of this study is to determine the prevalence of psychological distress of transitioning to remote learning in C-MHD. The secondary objective is to provide directions to increase student satisfaction for online education.
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