COVID-19: The Academic and Emotional Impact on Middle School Students from a Suburban Florida School District
Degree Date
5-3-2025
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Dr. Kristine Scallon
Second Advisor
Dr. Ric Dressen
Third Advisor
Dr. Kristeen Chachage
Abstract
COVID-19, a virus that caused respiratory issues in those affected, started in China in late 2019 and quickly spread around the globe, impacting all aspects of life. According to the Johns Hopkins University Coronavirus Resource Center, there were 676 million cases of COVID-19 that resulted in 6.8 million global deaths (2020). Governments weighed options to protect their citizens against this highly infectious disease. Decisions were made in March 2020 to begin shutting down schools and move to distance learning. The distance learning period for students throughout the U.S. began in March 2020 and lasted through the end of the 2019-2020 academic year. School districts handled the return to classrooms differently in the 2020-2021 school year, with some returning fully to campus while others continued to offer distance learning solutions. The impacts of these disruptions to education continue to be experienced by students and teachers. This qualitative, phenomenological case study sought to understand the impact that COVID-19 had on current middle school students in the 2024-2025 academic year, both academically and emotionally. In alignment with an interpretivist research paradigm, eight semi-structured interviews were conducted with teachers from a suburban middle school in Central Florida. Findings identified academic and emotional support needed for the current student population. Furthermore, recommendations are provided to inform planning for student support during future emergencies. Findings from the study highlight the initial concerns that teachers had for their students during distance learning, teachers’ perceptions of the academic and emotional impact that this period of distance learning had on students, the support teachers believe is needed to address current student issues, and finally, supports teachers believe are needed to address issues related to future emergencies. The academic impacts that students are experiencing range from broad areas, such as significant gaps in their learning and knowledge base from prior grades in ELA and Math, to the general deterioration of handwriting skills and reading comprehension. The findings on the emotional impacts students experienced ranged from students being frightened upon their return to campus to increased amounts of aggression between students as well as an overall decrease in the level of maturity students exhibited.