Remote Learning Challenges for Kids with Thinking Differences

In the United States, 20 percent of us struggle with learning and thinking differences like ADHD and dyslexia. That’s 1 in 5. But how can we detect early signs of learning needs in the classroom?

My area of research expertise lies in working memory and its role in education. Working memory is our “active” memory—the memory we use when we are connecting new information to existing knowledge. In one of my published studies, I asked classroom teachers to identify early warning signs of learning needs.

Some of the signs teachers noticed in their students:

• Loud in inappropriate situations.
• Moody and disruptive.

I also asked about behaviors that teachers associated with working memory struggle. Working memory behaviors were reported 25 percent of the time. Teachers said these students were:

• Unable to complete tasks independently.
• Underachieving.

Are these behavioral signs associated with learning difficulties? My study showed that 65 percent of students with working memory challenges also struggled with learning.

Fast-forward to our current environment of virtual learning, and we are seeing similarities when it comes to parents’ concerns about their child’s learning challenges. According to a recent study conducted by Understood:

• In the remote learning environment, nearly three-quarters (72 percent) of parents have become aware or noticed their children have signs of a learning and thinking difference.
• 59 percent of parents of children with learning and thinking differences say they think their children are a year behind because of the pandemic and may never catch up.

Early screening is a useful first step in supporting these students.

What can you do?

Some signs of learning and thinking differences can be hard to spot. They can include things like:

• Messy backpacks.
• Fear of reading aloud.
• Trouble making friends.
• Difficulty focusing.

Understood has launched Take N.O.T.E., a web-based guide and interactive experience to help parents discover if what they’re seeing in their children could be signs of a learning and thinking difference. The four steps are notice, observe, talk, and engage. (Not everyone’s journey is the same, so these steps may not occur in this order.)

• Notice. This step shows parents how to be certain there’s something out of the ordinary going on when looking at their child’s academic performance, focus and organization, and behavioral and developmental milestones.
• Observe. In this step, parents learn how to detect and keep track of patterns in their child’s behavior with observation tools that can be downloaded.
• Talk. In this step, there are tips and conversation starters for talking with other caregivers, like teachers and pediatricians.
• Engage. This step helps parents engage with their child to get information and explore options for what to do next.

Identifying challenges is the first step in helping a child navigate the new school year, whether it’s virtual or in-person. As a psychologist (and a parent), I’m excited to know that there are resources to support parents and children with the transitions and experiences that lie ahead.

Note: This post, and the Take N.O.T.E. guide from Understood, are designed for information and educational purposes to guide those on their journey to discovering more about learning and thinking differences. It does not constitute, nor should it be used as, official medical advice for identification or diagnosis.