Data were collected from a final sample of 101 parents through an online survey between May and July of 2020. Results indicated that parental mediation strategies did not fully mediate the association between device use and learning. However, enabling parental mediation was positively associated with learning, whereas time on device was negatively associated with learning. Moreover, when vulnerability factors were entered into the model, these relationships disappeared in most models, but remained only when ADHD Symptoms were added to the association between device use and learning via enabling mediation. Finally, exploratory questions about COVID-related changes offered preliminary insights into the possibility of a COVID-induced acceleration of the equity gap in the relationship between device use and learning