Date of Conferral
8-18-2026
Date of Award
August 2026
Degree
Ph.D.
School
Psychology
Advisor
Natalie Costa
Abstract
The COVID-19 pandemic prompted an abrupt shift to online learning, raising significant concerns about the mental health of children with disabilities. Existing research highlights increased rates of anxiety, depression, and social isolation during due to the disruptions in structured routines and in-person support systems. This generic qualitative study, guided by Bronfenbrenner’s EST was conducted to explore parents’ perceptions of the mental health challenges experienced by their students with disabilities during the rapid transition to online learning at the time of COVID-19 pandemic. Data was obtained through semi-structured interviews in which parents voiced their perceptions and experiences concerning their children’s mental health during online learning. Kostere and Kostere’s (2021) thematic analysis was used to identify and interpret meanings within the qualitative data through a structured yet flexible approach. The analysis provided insight into parents’ observations of anxiety, depression, social withdrawal, hopelessness and other challenges associated with disruptions in their children’s educational environments, routines, and support systems. This study can lead to positive social change by increasing awareness of the unique mental health needs of children with disabilities during significant educational disruptions and informing future interventions, educational practices, mental health services, and support systems designed to better assist children with disabilities and their families.
Recommended Citation
Footman, Arnell Rorie, "Parents’ Perceptions of Their Children with Disabilities’ Mental Health During the Rapid Transition to Online Learning at the Time of the COVID-19 Pandemic" (2026). Walden Dissertations and Doctoral Studies. 20650.
https://scholarworks.waldenu.edu/dissertations/20650
