preprints.org > medicine and pharmacology > psychiatry and mental health > doi: 10.20944/preprints202411.0383.v1

Preprint Article Version 1 This version is not peer-reviewed

Version 1 : Received: 5 November 2024 / Approved: 6 November 2024 / Online: 6 November 2024 (07:59:39 CET)

Introduction: The COVID-19 pandemic prompted a global shift to distance learning, profoundly affecting children's mental health. In Saudi Arabia, remote education was implemented on March 8, 2020, impacting students across various factors, such as age, vaccination status, and school system. This shift lasted between 1.5 to 2.5 years, influencing students’ experiences differently. This study explores the psychological impact of distance learning on children and adolescents, with the goal of informing mental health advocacy and guiding educational strategies in scenarios where distance learning becomes essential. Methods: We conducted a cross-sectional study using an online survey distributed to parents of children aged 6 to 18 in the major metropolitan areas of Jeddah and Riyadh. The survey collected demographic information and included the validated Arabic version of the Vanderbilt ADHD Diagnostic Rating Scale. This tool assesses behavioral challenges, anxiety, and symptoms of attention deficit hyperactivity disorder (ADHD). Results: The study found that 71.6% of families reported a positive experience with distance learning. A significant correlation was identified between parents' marital status and children's ability to cope with remote education. Interestingly, students without ADHD symptoms experienced three times more negative outcomes than those with ADHD. However, despite reporting fewer negative experiences, children with ADHD symptomatology faced heightened symptom severity and academic difficulties. The results further indicated that 5.4% of students were classified with ADHD predominantly inattentive presentation, 1.8% with predominantly hyperactive/impulsive presentation, and 3.9% with combined ADHD presentation. Additionally, 7.2% of students screened positive for oppositional defiant disorder, 1.5% for conduct disorder, and 6.6% for anxiety or depression. Conclusion: This study is the first comprehensive, multi-city investigation in Saudi Arabia to analyze the relationship between distance learning experiences, sociodemographic factors, and mental health symptoms in children. The findings provide essential insights for future research and offer a foundation for developing targeted interventions to support children’s mental health and education in the region.

distance learning; virtual schooling; mental health; students; youth; Saudi Arabia 

Medicine and Pharmacology, Psychiatry and Mental Health

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