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Students with ADHD encounter significant obstacles when navigating online learning environments, especially amidst the challenges posed by the COVID-19 pandemic. The study conducted by He, Shan delves into the core symptoms of ADHD that impair executive function, emotional state, learning motivation, and family dynamics during online learning. Shan found was that compared to ADHD children experiencing low difficulties during online learning (LDOL), those facing high difficulties (HDOL) exhibit more severe symptoms of inattention, hyperactivity, oppositional defiance, and emotional problems. Additionally, their executive function is more severely impaired, and they face greater challenges in the family and parenting environment (He, Shan). Moreover, the HDOL group reports lower learning motivation and more negative emotions, spending significantly more time on digital media and less time on various activities compared to the LDOL group (He, Shan). Similarly, the study examining the experiences of college students with disabilities during the rapid shift to online learning due to COVID-19, conducted by the University of Washington, highlights how students with disabilities, including mental health concerns, faced heightened stress and concerns during the transition. The initial anxiety about the shift to online classes among students with disabilities decreased over time but remained elevated compared to their peers without disabilities. The qualitative analysis further illustrates the mixed experiences of students with disabilities in online learning, emphasizing the need for adaptable learning systems to cater to diverse student needs (Washington, Han Zhang University). These studies collectively underline the urgent need for tailored support strategies and adaptable learning environments to mitigate the challenges faced by students with ADHD in online education, particularly during times of crisis like the COVID-19 pandemic.