Abstract The COVID-19 pandemic precipitated widespread disruptions across multiple sectors of society, with residual impacts most evident in student performance. Studies conducted post-pandemic have examined outcomes for students who endured closures and shifts to hybrid/online instruction, which indicated lower academic performance and increased social/emotional needs. With existing literature consistently highlighting increases in student needs, this study explored the perceptions of early childhood educators who provide services to students in grades Pre-K to 3. While students currently in grades Pre-K through 3 did not directly experience the same environmental shifts in instructional delivery, their early developmental experiences were disrupted and they are demonstrating increased academic and social/emotional needs similar to those observed in older students. Through a qualitative study grounded in an inductive phenomenological approach and utilizing thematic analysis with 186 Pre-K through grade 3 educators, we major themes emerged indicating perceptions of change from pre-pandemic school: (1) Decreased school readiness; (2) Increased challenges for teachers; and (3) Increased references to special education. Subthemes were also identified within these overarching themes. Findings indicate a need for more support for teachers, more professional development opportunities, and more social/emotional support for students. Implications and future research are also presented.
Hogan et al. (Thu,) studied this question.