Teachers' perceptions about the impact of the pandemic on elementary students' social growth.
Deinava Walker
Co-Presenters: Individual Presentation
College: College of Education
Major: Special Education: Autism & Developmental Disabilities
Faculty Research Mentor: Janet Fike
Abstract:
This study aimed to investigate the impact of the COVID-19 pandemic on elementary students' social growth, as viewed by teachers. The exceptional situation of remote learning forced teachers, parents, and students to quickly adapt. Due to reduced instructional time during the pandemic, students' academic and social development was hindered. The study seeks to enhance understanding of the experiences of 21 teachers from preschool to 4th grade at Hannah Caldwell Elementary School and to investigate the challenges they faced in supporting students’ emotional health, social skills, and learning progress. Teachers expressed concerns about students' social maturation, and emotional difficulties emerged from an extended period of isolation. Educators also highlighted the lack of enhanced professional development to better assist students in building social skills, supporting mental health, and addressing the learning gaps worsened by the pandemic. Data analysis revealed that the pandemic significantly impacted students' emotional and academic growth, underscoring the need for tailored support and advanced training for teachers. The goal is to inform future professional development programs to better equip teachers to support students' development in the post-pandemic era.