This study examined the emotional costs and well-being of postsecondary students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) who faced a sudden shift to emergency remote teaching (ERT) during the COVID-19 pandemic. The study was conducted with 237 postsecondary students in Israel from June to July 2020. With regard to online learning, the LD/ADHD subjects reported significantly higher levels of stress, anxiety, and depression and lower well-being than their neurotypical counterparts. However, no significant differences were found in emotional costs and well-being when the same students had experienced online learning prior to the pandemic. These findings have practical implications for policymakers in academia with regard to the emotional toll of online learning among students with LD/ADHD and their specific needs when facing ERT during the COVID-19 pandemic as well as the contribution of previous online learning when facing ERT.

中文翻译：

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患有 LD/ADHD 的大专学生在 COVID-19 大流行期间面临突然转向在线学习的情感成本和影响

这项研究调查了患有学习障碍 (LD) 和注意力缺陷多动障碍 (ADHD) 的专上学生的情感成本和幸福感，这些学生在 COVID-19 大流行期间面临突然转向紧急远程教学 (ERT) 的情况。这项研究是在 2020 年 6 月至 7 月期间对以色列 237 名大专学生进行的。在在线学习方面，LD/ADHD 受试者的压力、焦虑和抑郁程度明显高于神经正常的受试者，而幸福感则较低。然而，当相同的学生在大流行之前经历过在线学习时，在情感成本和幸福感方面没有发现显着差异。