Understanding a Critical Issue: Pre-K to 3 Educators’ Perceptions of Student Needs, Special Education, and Support Services
Year: 2026
Type: article
Abstract: The COVID-19 pandemic precipitated widespread disruptions across multiple sectors of society, with residual impacts most evident in student performance. Studies conducted post-pandemic have examined outcomes for students who endured closures and shifts to hybrid/online instruction, which indicated lower academic performance and increased social/emotional needs. With existing literature consistently highlighting increases in student needs, this study explored the perceptions of early childhood educators who provide services to students in grades Pre-K to 3. While students currently in grades Pre-K through 3 did not directly experience the same environmental shifts in instructional delivery, their early developmental experiences were disrupted and they are demonstrating increased academic and social/emotional needs similar to those observed in older students. Through a qualitative study grounded in an inductive phenomenological approach and utilizing thematic analysis with 186 Pre-K through grade 3 educators, three major themes emerged indicating perceptions of change from pre-pandemic school: (1) Decreased school readiness; (2) Increased challenges for teachers; and (3) Increased references to special education. Subthemes were also identified within these overarching themes. Findings indicate a need for more support for teachers, more professional development opportunities, and more social/emotional support for students. Implications and future research are also presented.
Authors: Joseph A. Hogan, Cristin Montalbano, MaryAnn Joseph, Julie Norflus-Good
Institutions: Kean University, Ramapo College
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,090
OpenAlex ID: W7128737458