Date

11-13-2025

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Psychology (PhD)

Chair

Robin Rippeth

Keywords

Discipline, Emotional Disturbance, Special Education, COVID-19, Teacher, Parent, Quantitative Research

Disciplines

Psychology

Abstract

This dissertation investigated the trends in discipline rates for students in grades 6-12 with emotional disturbances. It compared data from the four years prior to the COVID-19 pandemic (2016-2019) to the four years following its onset (2021-2024). Emotional disturbances can significantly affect students' behavior, often leading to higher rates of disciplinary actions within school settings. However, the impact of COVID-19 on these students, particularly in terms of remote learning, school closures, and shifts in behavioral norms, has yet to be fully explored. Using archival data from multiple middle and high schools, this study examined variations in suspensions and other disciplinary measures for students with emotional disturbances, considering both the frequency and severity of these actions. By comparing pre- and post-pandemic trends, the research aimed to uncover potential shifts in discipline patterns, identify any emerging challenges, and evaluate the effectiveness of interventions during the pandemic years. Findings from this study contribute to a deeper understanding of how external factors like a global health crisis may alter the educational experience and behavioral outcomes for a vulnerable student population. This research also provides implications for future educational policies, interventions, and support systems aimed at addressing the needs of students with emotional disturbances in post-pandemic schooling environments.

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