Date

4-18-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Shanna Baker

Keywords

Qualitative, Mental Health, Influences, Educators, COVID-19, Student, Cognitive, Basic Needs

Disciplines

Education

Abstract

The purpose of this transcendental phenomenological study was to explore the influence of the COVID-19 pandemic on the mental health of post-high school students and educators located in the Northeastern Florida region of the United States. The theory guiding this study was Piaget’s theory on cognitive learning and development, as it assisted with highlighting the lived human experiences relating to the stages of cognitive development and mental health influences because of decreased physical and social interactions and changed learning environments. The qualitative method and the phenomenological design were used, which consisted of collecting data relating to the first-hand experiences of 13 participants. The central research question was, “What are the COVID-19 mental health influences of post-high school students and educators located in the Northeastern Florida Region of the United States?” These data were collected by means of individual interviews, journal prompts, and focus groups using a virtual platform. The setting of this study took place at one college prep-school located in the Northeastern Florida region of the United States, as part of the Duval County Public Schools (DCPS) district. Once the data was collected, the process of epoché and bracketing was completed, followed by axial and selective coding to identify core, recurring, and overarching themes, which was integrated into a cohesive narrative of the phenomenon. Finally, the data was synthesized by providing textural and structural descriptions of the participant's shared experiences.

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