Protective and risk factors at school level during the COVID‐19 pandemic: Perspective of primary school students with LD and ADHD from Croatia, Slovenia and Serbia

Abstract

AbstractThe COVID‐19 pandemic and its effect on the world led to major changes in educational practices worldwide and presented many challenges for students from vulnerable groups. In this study, we examined protective and risk factors related to schooling from the perspective of students with learning disabilities (LD) and/or attention‐deficit/hyperactivity disorder (ADHD) during the pandemic in three European countries. Data were collected through semi‐structured interviews with 53 primary school students and analysed using qualitative content analysis. The results showed that additional individualised educational support from the school was the most common protective factor, followed by the availability of synchronous teaching. On the other hand, lack of individualisation and additional educational support, and shortcomings in teaching strategies during distance education, were the most common risk factors. These findings lead to the conclusion that school professionals need additional training on academic accommodations for LD and/or ADHD students and how to provide them under the conditions of distance and hybrid education.