Every Student Succeeds: Amplifying Voices in Times of Crisis

Amy Earls Thompson*, University of Central Arkansas 
Erin Shaw, University of Central Arkansas 
Donna Wake, University of Central Arkansas 
Rachelle Miller, University of Central Arkansas 
Brandy Walthall, University of Central Arkansas 
Lisa Herrington, University of Central Arkansas 
Crystal Bridges, University of Central Arkansas 
Stefanie Sorbet, University of Central Arkansas

https://doi.org/10.9743/JEO.2026.23.3.16

Abstract

This study incorporated a descriptive quantitative research design to examine students’ and parents’ experiences with the sudden transition to online learning during the COVID-19 pandemic. The research aims to provide insights into how these experiences shaped modern educational practices and guide teacher preparation programs in supporting students’ ability to navigate online and hybrid spaces. Findings highlight students’ frustrations with unexpected changes, their desire for more social interaction, and their ability to differentiate effective from ineffective online instructional strategies. Additionally, the study reveals how remote learning fostered growth in soft skills, including executive function and adaptability. While social-emotional learning (SEL) played a role in student engagement and community building, it was one of several factors shaping the online learning experience. The study’s recommendations emphasize the importance of integrating effective pedagogy into online instruction to improve student experiences, strengthen engagement, and support resilience in digital learning environments.

Keywords: online learning, social-emotional learning, K–12 education, executive function, instructional strategies

*athompson@uca.edu