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The purpose of this study was to identify factors that have contributed to the drastic rise in student behavior referrals for ninth grade students in three high schools in Western New York when returning to in-person instruction after school closures due to the COVID-19 pandemic. From an equity lens, each of our schools' data showed that there was a disproportionate rise in ninth grade students with disabilities behavioral referrals. Using a quantitative approach, data was collected on ninth grade student behavior referrals, academic classification, and demographics, as well as teacher perceptions using a post-pandemic survey created by the researchers. The Post-Pandemic Teacher Perception survey examined 192 high school teacher responses across different schools analyzing responses by grade levels taught and student classification status. In our findings, we could not identify specific factors associated with the rise in behavior referrals given our focus on teacher perceptions; however, results highlighted that all teachers, regardless of school, grade level, and student groups, described an increase in job related stress and associated frustration managing student classroom behaviors. For teachers of students with disabilities, there was a 12-point difference in reported levels of frustration compared to general education teachers in handling classroom behaviors. In addition, teachers of students with disabilities also felt less prepared than general education teachers to handle behavioral issues in their classroom. When understanding the adequacy of professional development offered post-pandemic, all teachers reported less value when compared to prior years. More specifically, teachers of students with disabilities reported lower levels of satisfaction with opportunities related to handling student behaviors. All teachers regardless of students and grade level taught reported challenges in building positive relationships with students who are disengaged in the school community. Findings continued to reveal that teachers desire professional development offerings centered around improving student-teacher relationships and the belief that social emotional learning, positive behavioral interventions and supports, and trauma-informed care will better prepare them in supporting students post-pandemic. The implications for educational leaders include providing targeted professional development opportunities and supporting teachers as they face elevated levels of stress managing student behavior. Most importantly, this study provides recommendations for supporting students' and teachers' social emotional health in order for schools to strengthen student relationships with their peers, school staff, and the entire school community. [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/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to identify factors that have contributed to the drastic rise in student behavior referrals for ninth grade students in three high schools in Western New York when returning to in-person instruction after school closures due to the COVID-19 pandemic. From an equity lens, each of our schools' data showed that there was a disproportionate rise in ninth grade students with disabilities behavioral referrals. Using a quantitative approach, data was collected on ninth grade student behavior referrals, academic classification, and demographics, as well as teacher perceptions using a post-pandemic survey created by the researchers. The Post-Pandemic Teacher Perception survey examined 192 high school teacher responses across different schools analyzing responses by grade levels taught and student classification status. In our findings, we could not identify specific factors associated with the rise in behavior referrals given our focus on teacher perceptions; however, results highlighted that all teachers, regardless of school, grade level, and student groups, described an increase in job related stress and associated frustration managing student classroom behaviors. For teachers of students with disabilities, there was a 12-point difference in reported levels of frustration compared to general education teachers in handling classroom behaviors. In addition, teachers of students with disabilities also felt less prepared than general education teachers to handle behavioral issues in their classroom. When understanding the adequacy of professional development offered post-pandemic, all teachers reported less value when compared to prior years. More specifically, teachers of students with disabilities reported lower levels of satisfaction with opportunities related to handling student behaviors. All teachers regardless of students and grade level taught reported challenges in building positive relationships with students who are disengaged in the school community. Findings continued to reveal that teachers desire professional development offerings centered around improving student-teacher relationships and the belief that social emotional learning, positive behavioral interventions and supports, and trauma-informed care will better prepare them in supporting students post-pandemic. The implications for educational leaders include providing targeted professional development opportunities and supporting teachers as they face elevated levels of stress managing student behavior. Most importantly, this study provides recommendations for supporting students' and teachers' social emotional health in order for schools to strengthen student relationships with their peers, school staff, and the entire school community. [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/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to identify factors that have contributed to the drastic rise in student behavior referrals for ninth grade students in three high schools in Western New York when returning to in-person instruction after school closures due to the COVID-19 pandemic. From an equity lens, each of our schools' data showed that there was a disproportionate rise in ninth grade students with disabilities behavioral referrals. Using a quantitative approach, data was collected on ninth grade student behavior referrals, academic classification, and demographics, as well as teacher perceptions using a post-pandemic survey created by the researchers. The Post-Pandemic Teacher Perception survey examined 192 high school teacher responses across different schools analyzing responses by grade levels taught and student classification status. In our findings, we could not identify specific factors associated with the rise in behavior referrals given our focus on teacher perceptions; however, results highlighted that all teachers, regardless of school, grade level, and student groups, described an increase in job related stress and associated frustration managing student classroom behaviors. For teachers of students with disabilities, there was a 12-point difference in reported levels of frustration compared to general education teachers in handling classroom behaviors. In addition, teachers of students with disabilities also felt less prepared than general education teachers to handle behavioral issues in their classroom. When understanding the adequacy of professional development offered post-pandemic, all teachers reported less value when compared to prior years. More specifically, teachers of students with disabilities reported lower levels of satisfaction with opportunities related to handling student behaviors. All teachers regardless of students and grade level taught reported challenges in building positive relationships with students who are disengaged in the school community. Findings continued to reveal that teachers desire professional development offerings centered around improving student-teacher relationships and the belief that social emotional learning, positive behavioral interventions and supports, and trauma-informed care will better prepare them in supporting students post-pandemic. The implications for educational leaders include providing targeted professional development opportunities and supporting teachers as they face elevated levels of stress managing student behavior. Most importantly, this study provides recommendations for supporting students' and teachers' social emotional health in order for schools to strengthen student relationships with their peers, school staff, and the entire school community. [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/en-US/products/dissertations/individuals.shtml.]