This study aims to evaluate the impact of the Covid-19 pandemic on students in the school setting and identify necessary adaptations needed, particularly through a tiered system of support. The research aims for two primary objectives by employing a constructivist framework utilizing mixed methods for data collection. Firstly, it aims to provide districts with a foundation for understanding the social-emotional and academic consequences of the pandemic on students. Secondly, its purpose is to empower districts to leverage this comprehensive evaluation as a proactive approach to cater to the diverse needs of all students. This includes responding to the challenges posed by the pandemic and preparing for potential future uncertainties, such as another pandemic or natural disaster. The Covid-19 pandemic disrupted the amount of content students were exposed to and ripped them from access to mental health resources. As a result, mental health needs have been amplified, particularly in marginalized communities, which further widened the academic gap. The results of this study found a significant disconnect in staff understanding of the Multi-Tiered System of Support (MTSS) processes, coupled with a rise in social-emotional and behavioral challenges arising from the pandemic. These results underscore the necessity for a comprehensive and consistent MTSS framework accompanied by embedded professional learning, particularly through MTSS Directors and a Professional Learning Community (PLC) model. Through the implementation of an MTSS framework, districts can proactively implement screening tools and establish systematic and ongoing processes to address students' academic and social-emotional needs.
","abstract_html":"<p><strong> </strong> This study aims to evaluate the impact of the Covid-19 pandemic on students in the school setting and identify necessary adaptations needed, particularly through a tiered system of support. The research aims for two primary objectives by employing a constructivist framework utilizing mixed methods for data collection. Firstly, it aims to provide districts with a foundation for understanding the social-emotional and academic consequences of the pandemic on students. Secondly, its purpose is to empower districts to leverage this comprehensive evaluation as a proactive approach to cater to the diverse needs of all students. This includes responding to the challenges posed by the pandemic and preparing for potential future uncertainties, such as another pandemic or natural disaster. The Covid-19 pandemic disrupted the amount of content students were exposed to and ripped them from access to mental health resources. As a result, mental health needs have been amplified, particularly in marginalized communities, which further widened the academic gap. The results of this study found a significant disconnect in staff understanding of the Multi-Tiered System of Support (MTSS) processes, coupled with a rise in social-emotional and behavioral challenges arising from the pandemic. These results underscore the necessity for a comprehensive and consistent MTSS framework accompanied by embedded professional learning, particularly through MTSS Directors and a Professional Learning Community (PLC) model. Through the implementation of an MTSS framework, districts can proactively implement screening tools and establish systematic and ongoing processes to address students' academic and social-emotional needs.<strong></strong></p>","abstract_has_math":false,"creators":["Gajewski, Eleni M."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12-01T08:00:00Z","date_published":"2023-12-01T08:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["MTSS","Covid-19","Pandemic","Framework","Tiers","System of Support","Screener","SEL","Academic","social emotional","behavior","Curriculum and Instruction","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Elementary and Middle and Secondary Education Administration","Elementary Education","Elementary Education and Teaching","Gifted Education","Online and Distance Education","Other Educational Administration and Supervision","Other Teacher Education and Professional Development","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/782","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["Gajewski, Eleni M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-10-15T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["MTSS","Covid-19","Pandemic","Framework","Tiers","System of Support","Screener","SEL","Academic","social emotional","behavior","Curriculum and Instruction","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Elementary and Middle and Secondary Education Administration","Elementary Education","Elementary Education and Teaching","Gifted Education","Online and Distance Education","Other Educational Administration and Supervision","Other Teacher Education and Professional Development","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/782"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study aims to evaluate the impact of the Covid-19 pandemic on students in the school setting and identify necessary adaptations needed, particularly through a tiered system of support. The research aims for two primary objectives by employing a constructivist framework utilizing mixed methods for data collection. Firstly, it aims to provide districts with a foundation for understanding the social-emotional and academic consequences of the pandemic on students. Secondly, its purpose is to empower districts to leverage this comprehensive evaluation as a proactive approach to cater to the diverse needs of all students. This includes responding to the challenges posed by the pandemic and preparing for potential future uncertainties, such as another pandemic or natural disaster. The Covid-19 pandemic disrupted the amount of content students were exposed to and ripped them from access to mental health resources. As a result, mental health needs have been amplified, particularly in marginalized communities, which further widened the academic gap. The results of this study found a significant disconnect in staff understanding of the Multi-Tiered System of Support (MTSS) processes, coupled with a rise in social-emotional and behavioral challenges arising from the pandemic. These results underscore the necessity for a comprehensive and consistent MTSS framework accompanied by embedded professional learning, particularly through MTSS Directors and a Professional Learning Community (PLC) model. Through the implementation of an MTSS framework, districts can proactively implement screening tools and establish systematic and ongoing processes to address students' academic and social-emotional needs.
"]},{"key":"dc:title","label":"Title","values":["The Effects of the Covid-19 Pandemic on Students in the School Setting: The Adaptations Needed for Tiered Supports"]}]}],"canonical_facts":{"dc:contributor":["Dr. Elizabeth Minor"],"dc:creator":["Gajewski, Eleni M."],"dc:date.available":["2023-10-15T07:00:00Z"],"dc:description.abstract":["This study aims to evaluate the impact of the Covid-19 pandemic on students in the school setting and identify necessary adaptations needed, particularly through a tiered system of support. The research aims for two primary objectives by employing a constructivist framework utilizing mixed methods for data collection. Firstly, it aims to provide districts with a foundation for understanding the social-emotional and academic consequences of the pandemic on students. Secondly, its purpose is to empower districts to leverage this comprehensive evaluation as a proactive approach to cater to the diverse needs of all students. This includes responding to the challenges posed by the pandemic and preparing for potential future uncertainties, such as another pandemic or natural disaster. The Covid-19 pandemic disrupted the amount of content students were exposed to and ripped them from access to mental health resources. As a result, mental health needs have been amplified, particularly in marginalized communities, which further widened the academic gap. The results of this study found a significant disconnect in staff understanding of the Multi-Tiered System of Support (MTSS) processes, coupled with a rise in social-emotional and behavioral challenges arising from the pandemic. These results underscore the necessity for a comprehensive and consistent MTSS framework accompanied by embedded professional learning, particularly through MTSS Directors and a Professional Learning Community (PLC) model. Through the implementation of an MTSS framework, districts can proactively implement screening tools and establish systematic and ongoing processes to address students' academic and social-emotional needs.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/782"],"dc:subject":["MTSS","Covid-19","Pandemic","Framework","Tiers","System of Support","Screener","SEL","Academic","social emotional","behavior","Curriculum and Instruction","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Elementary and Middle and Secondary Education Administration","Elementary Education","Elementary Education and Teaching","Gifted Education","Online and Distance Education","Other Educational Administration and Supervision","Other Teacher Education and Professional Development","Teacher Education and Professional Development"],"dc:title":["The Effects of the Covid-19 Pandemic on Students in the School Setting: The Adaptations Needed for Tiered Supports"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}