This Is Not Online Education. It’s Disaster Education”: A Qualitative Study of Remote and Hybrid School Climates during COVID-19

Name: This Is Not Online Education. It’s Disaster Education”: A Qualitative Study of Remote and Hybrid School Climates during COVID-19
Published: 2025-04-07
License: https://creativecommons.org/licenses/by/4.0

Principal Investigator(s): View help for Principal Investigator(s) Megan Griffard, University of Nevada, Las Vegas; Marisa Marraccini, University of North Carolina at Chapel Hill

Version: View help for Version V1

American Educational Research Association Data Repository

Name	File Type	Size	Last Modified
Code Book for C19 SP Supplement (1).docx	application/vnd.openxmlformats-officedocument.wordprocessingml.document	22.4 KB	04/07/2025 01:27:PM
Interview_Agenda_COVID SP Paper (1).docx	application/vnd.openxmlformats-officedocument.wordprocessingml.document	23.4 KB	04/07/2025 01:27:PM

Project Citation:

Griffard, Megan, and Marraccini, Marisa. This Is Not Online Education. It’s Disaster Education”: A Qualitative Study of Remote and Hybrid School Climates during COVID-19. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2025-04-07. https://doi.org/10.3886/E225884V1

Project Description

Summary: In evaluating the experiences of students and educators during the COVID-19 pandemic, considerable attention has been given to teaching and learning, with less research addressing school climate, which is an important predictor of academic outcomes. This study explores school climate in fully remote learning environments and hybrid learning environments between the fall of 2020 and the spring of 2021. Leveraging the expertise of K-12 student services professionals (school counselors, psychologists, and social workers), we qualitatively compared perceptions of aspects of school climate (i.e., relationships, well-being, and self-efficacy) for students and educators. While we expected that hybrid schools may have had some advantages over fully remote schools for school climate, we found that similar issues, such as concerns about student isolation and the demands placed on educators, emerged across participant descriptions of school climate in both settings. The findings can inform planning for future disruptions and crisis events in schools.

This qualitative paper drew data from a more extensive mixed methods research study that explored SSP, adolescent, and parent perceptions of school-based mental health services and supports during the COVID-19 pandemic, especially for students struggling with suicidal thoughts and behaviors (see Authors, 2023). In this arm of the research, we leveraged transcripts of in-depth interviews completed with SSPs to explore the similarities and differences between hybrid and remote learning environments on the experiences of students and staff. Specifically, we aimed to compare themes in the social and emotional components contributing to school climate (relationships, well-being, and self-efficacy) based on the learning environments they followed in the fall of 2020 and winter of 2021.

Funding Sources: National Center for Advancing Translational Sciences; Society for Study of School Psychology; National Institutes of Health (UL1TR002489); National Institute of Mental Health (K23MH122775); National Institute of Mental Health (L30MH117655); North Carolina Collaboratory at University of North Carolina at Chapel Hill

Scope of Project

Subject Terms: educational policy; mental health; COVID-19

Geographic Coverage: USA

Time Period(s): 8/1/2020 – 5/1/2021 (Q3 and Q4 of 2020, Q1 2021)

Collection Date(s): 8/1/2020 – 5/1/2021 (Q3 and Q4 of 2020, Q1 2021)

Universe: School support professionals (school counselors, school psychologists, and school social workers) employed in public schools during the COVID-19 pandemic

Data Type(s): text

Collection Notes: The data collected for this study encompassed far more than what was included in this paper, which analyzes only a small subset of information from a larger study that explored the mental health and well-being implications of distance learning during the COVID-19 pandemic, particularly for students experiencing thoughts or behaviors related to suicide and suicidal information. Due to the highly sensitive nature of the topic, the research team asks that anyone interested in reviewing the data contact the PI, Dr. Marisa E. Marraccini to make such a request.

Methodology

Response Rate: We interviewed 14 school support professionals in this arm of the research.

Sampling: Participants for interviews were a subset of a larger sample of study respondents who completed a survey about the conditions at their schools for students experiencing thoughts and behaviors related to suicide during the COVID-19 pandemic and the supports schools could provide to students during that time.

Data Source: The data consists of transcribed in-depth, semi-structured interviews that lasted approximately one hour.

Collection Mode(s): computer-assisted personal interview (CAPI)

Scales: NA

Weights: NA

Unit(s) of Observation: employment in schools

Geographic Unit: individual

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