Date of Conferral

2-26-2025

Degree

Ph.D.

School

Psychology

Advisor

Anthony Perry

Abstract

The COVID-19 pandemic impacted the lives of parents, children, and families in numerous ways. These impacts included increased parental involvement in remote learning. This was an ongoing situation where parents were supervising and being highly involved in their student’s education. The purpose of this qualitative phenomenological study was to explore the parental support experiences during the COVID-19 pandemic while supervising high school student learning. Bronfenbrenner’s bioecological theory was used as a theoretical foundation to understand the experiences of parents. This theory related to support systems, which was relevant during COVID-19 when remote learning changed the interactions between in-person students and teachers. A phenomenological approach was used with semi-structured interviews to understand the lived experiences of parents. A sample of ten mothers participated in the interviews. Data were transcribed and themes identified using hand coding and Otter to analyze the data. Results included themes related to communication deficits in both parent and school-initiated communication, parental involvement and support, and parental challenges and dynamics. Educators and administrators may use these results for positive social change by developing support resources for parents and high school students in remote learning situations.

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