Date of Conferral

11-20-2025

Date of Award

November 2025

Degree

Ph.D.

School

Psychology

Advisor

Melanie Shores

Abstract

The COVID-19 pandemic caused major disruptions in education as schools abruptly closed and students transitioned to virtual learning. This shift placed significant strain on parents, especially those raising children with learning disabilities who required consistent accommodations and support. The purpose of this qualitative study was to explore parents’ perceptions of how COVID-19–related virtual learning affected their children’s academic performance, emotional well-being, and daily functioning. Guided by Bronfenbrenner’s Ecological Systems Theory, the study examined how family, school, and community systems shaped these experiences. Semi-structured interviews were conducted with 12 parents of children with learning disabilities. Using Braun and Clarke’s (2013) six-step thematic analysis, five themes emerged: (1) Adaptation and Coping Strategies, describing how families created structure and emotional supports; (2) Limited Support and Resources, reflecting gaps in school communication, services, and technology; (3) Mental Health Impact, capturing heightened stress, anxiety, and burnout among parents and children; (4) Parent Advocacy, demonstrating how parents became stronger, more vocal advocates for appropriate services; and (5) Student Emotional Distress and Dysregulation, highlighting increased meltdowns, frustration, and behavioral regression during virtual learning. Findings revealed that schools were often unprepared to meet the needs of students with learning disabilities, leading parents to carry the weight of instruction, emotional support, and service coordination while also facing financial strain. This study has implications for creating trauma-informed practices, supporting social change for students with learning disabilities and their families.

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