Assessing and Mitigating the Social and Emotional Effects of COVID-19

Camble, Joelle Abstract COVID-19 school disruptions affected students’ academic, social, and emotional development. While much research has focused on learning loss, less attention has been paid to how teachers perceive and respond to students’ social-emotional learning (SEL) deficits in post-pandemic classrooms. The purpose of this qualitative study was to explore teachers’ perspectives on student social-emotional challenges, how they distinguish these concerns from academic difficulties, and the classroom strategies used to support students. Semi-structured interviews were conducted with five elementary teachers from public, private, and charter schools in Milwaukee, Wisconsin. Participants taught grades K-5 through fourth grade and had experience teaching before, during, and after the pandemic. Data were analyzed using thematic analysis. Three themes emerged: observable social-emotional disruptions, teacher identification practices, and classroom-based support strategies. Teachers described increased frustration, peer conflict, emotional dysregulation, and reduced independence among students. Findings also showed that teachers relied primarily on observation, professional judgment, and ongoing interactions rather than formalized SEL frameworks to identify student needs. Teachers reported using relationship-building, emotional regulation supports, and flexible routines to promote student adjustment. This study extends post-pandemic research beyond academic recovery by highlighting the importance of SEL as foundational to student success. Findings may inform teacher preparation, school practices, and support systems designed to improve student well-being and learning readiness. Keywords: social-emotional learning, COVID-19, teacher perceptions, elementary teachers, qualitative research, thematic analysis, developmental theory, socialization theory, resilience theory, emotional regulation, classroom strategies, post-pandemic education.

Grantor dc:publisher

Alverno College

Year dc:date

2026

Author dc:creator

• Camble, Joelle

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/1028

OAI identifier oai:identifier

oai:alverno.omeka.net:1028