Date of Award

8-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Leadership and Advanced Nursing Practice

Committee Chair

Dr. Lachel Story

Committee Chair School

Leadership and Advanced Nursing Practice

Committee Member 2

Dr. Debra Copeland

Committee Member 2 School

Leadership and Advanced Nursing Practice

Committee Member 3

Dr. LynLee Morgan

Committee Member 3 School

Professional Nursing Practice

Committee Member 4

Dr. Elizabeth Tinnon

Committee Member 4 School

Professional Nursing Practice

Abstract

This study, conducted several years after the onset of the COVID-19 pandemic, takes a unique approach to investigating the long-term effects of the pandemic-induced disruptions on adolescents during secondary schooling and their academic preparedness in college. The study combined a descriptive qualitative analysis of academic routine data with quantifiable resilience scores, providing a comprehensive understanding of the challenges students faced, their adaptability and resilience, and the overall impact on their education journey into college. This comprehensive descriptive qualitative study utilizes triangulation of quantitative data and qualitative approaches to understand the subject matter thoroughly. The quantitative scores meticulously analyzed resiliency and enhanced the credibility of findings by comparing and synthesizing the data module. In addition, the semi-structured interviews assessed students’ adaptability and resilience during secondary school disruptions and their future academic preparedness in higher education. The qualitative data in this study unites the students’ experiences in secondary schooling during the pandemic, seeking personal experiences, challenges, and adaptive strategies, thereby adding a human element to the research.

The findings of this study offer more than just insights into how the pandemic impacted these students’ experiences and academic preparedness in college. The results provide practical guidance on fostering resilience and adaptability, the effectiveness of different resources and strategies, and areas needing improvement to better support students, especially during educational disruptions. This study underscores the urgent need for improving educational practices and ensuring better preparation and support for students in times of crisis.

This study significantly contributes to the existing knowledge of students’ educational resilience and adaptability. The framework addresses challenges posed by unexpected disruptions and provides evidence-based strategies and interventions to mitigate adverse impacts and promote student success during future crises. The study's implications, which are of immense academic value, highlight the importance of proactive measures in the face of educational disruptions.

ORCID ID

0009-0003-6093-9319

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