Parenting experiences of parents of children with ADHD, in grades 1 to 3, during the COVID‐19 lockdown in South Africa
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Abstract
Background. The experiences of parents of children with attention deficit hyperactivity (ADHD) disorder in grades 1 to 3 during the COVID‐19 lockdowns in South Africa (SA) are explored in the context of school closures and prohibition of extramural activities, therapies and social gatherings. The psychosocial and mental health implications of COVID‐19 lockdown are largely undocumented in SA families with children with ADHD.
Objectives. To explore parenting experiences of and perspectives on the impact of the closure of schools, extramural activities, therapies and social gatherings on their child, and to determine strategies parents implemented to support their child during lockdown.
Methods. Qualitative research design of a cross‐sectional study was done using an interpretivist paradigm. Data from 12 participants were collected through questionnaires and online/face‐to‐face interviews conducted between March and June 2022. Interviews were audio recorded, transcribed and analysed using an inductive thematic approach.
Results. Participants were parent couples from six households who were retrenched, employed, or essential workers. They described the familial, occupational and educational implications of lockdown, the physical and mental well‐being of families, and effective coping strategies that they implemented during lockdown.
Conclusion. Recommendations reiterate the education of parents in the management of ADHD symptoms from the point of diagnosis. Effective online teaching techniques and applications for children with ADHD in grades 1, 2 and 3 must be explored. The impact of restricted access to facilities and professionals for the diagnosis and treatment of ADHD, and for grief counselling for children and their families during COVID‐19 lockdowns, requires further investigation.
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