The purpose of this study was to examine the academic, social, and emotional effects of COVID-19 on 11th - and 12th -grade students. There has been little documentation regarding the specific change that the pandemic has had on these students; it is imperative that we look at the effects of COVID-19 on the students who experienced COVID-19 pandemic. Data collection was completed through individual interviews. Analysis of data occurred in three phases: (a) categorization of data under the four organizational factors, (b) building the explanation in a phenological form, and (c) re-examination of the data. The analysis of the narrative study was based on the theoretical proposition that the teachers were focused on the whole child and not just academic standards. The humanistic theory framework was established as teachers examined the influences in their classrooms based on the well-being of their students. The credibility of the analysis was protected by triangulation of data through multiple sources of evidence, establishment of a chain of evidence, and member checking. The results revealed that the main concerns were students attending school and getting the credits needed to graduate through both in-person classes and online learning. The themes that emerged were classroom management, relationship building, communication, social-emotional learning, trauma-informed learning, and the effects of COVID-19. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]