The emotional burden on families supporting children with ADHD at school

Introduction: Supporting children with Attention Deficit Hyperactivity Disorder (ADHD) at school involves constant family supervision, which can affect the emotional well-being of caregivers. This study examines factors associated with this emotional burden in the context of school support, focusing on family experiences.

Method: A cross-sectional study was conducted using an online questionnaire administered to 205 caregivers of children with ADHD residing in Spain. Participants were recruited through a non-probabilistic convenience sampling procedure via family associations an online networks in Spain. Although this constitutes a limitation and the sample is not representative of the wider population, the participation of 205 caregivers provides a sufficiently robust basis to offer insights into the topic under study. Six indicators were assessed using a 5-point Likert scale (1-5), focusing on (i) help with schoolwork, (ii) the emotional impact of the children's behavior, (iii) attributions concerning ADHD-related difficulties, (iv) frustration with tasks, (v) perceived teacher support, and (vi) extracurricular support. Given the ordinal nature of the variables, descriptive statistics were calculated using medians (Md) and quartile deviations (QD). Descriptive statistics and Spearman correlations with correction for multiple comparisons (FDR) were calculated.

Results: Findings showed high levels of family involvement in the children's schooling (Md= 4.33; QD= 0.33), accompanied by a school-related experience perceived as moderately demanding (Md= 3.33; QD= 0.50). Caregivers' emotional burden was associated with attributions concerning ADHD-related difficulties and with children's frustration regarding schoolwork. These results suggest that families' interpretations of children's academic difficulties play an important role in caregivers' emotional well-being.

Conclusions: Emotional burden among families is associated with children's frustration and with attributions concerning ADHD-related difficulties, suggesting that how families interpret these experiences plays a fundamental role in their emotional well-being. These findings highlight the need for interventions that not only address the children's educational needs but also incorporate specific strategies aimed at supporting families' emotional well-being.