Date of Conferral
8-20-2025
Degree
Ph.D.
School
Psychology
Advisor
Arleen Hogan
Abstract
The COVID-19 pandemic intensified the challenges faced by families from low socioeconomic (SES) backgrounds regarding their children’s academic development. Students during this time experienced disruptions in their academic development, further hindering their educational progress. The purpose of this qualitative phenomenological study was to explore parents’ perceptions of how interpersonal trauma and SES challenges impacted their elementary-age children’s academic achievement during the pandemic. Bronfenbrenner’s ecological systems theory served as the theoretical foundation, offering a framework to understand how environmental factors shaped children’s experiences and academic development. Data were gathered through semistructured interviews with eight parents from low-SES backgrounds. Content analysis of the data provided insights into the intersection of trauma, SES disadvantages, and academic achievement, signifying the importance of parents’ role in shaping their children’s educational experiences. The social change implications include developing and promoting practices that encourage resilience and academic success for students affected by trauma and SES stressors, and policies that support children’s needs.
Recommended Citation
Walker, Brandi, "Parents’ Perceptions of the Influence of Interpersonal Trauma on Children’s Academic Achievement in Low Socioeconomic Families During the COVID-19 Pandemic" (2025). Walden Dissertations and Doctoral Studies. 18298.
https://scholarworks.waldenu.edu/dissertations/18298
