Due to the COVID-19 pandemic, schools transitioned to incorporating or relying solely on remote learning for the transmission of education. As a result of the widespread use of remote learning, there is a need to investigate its varied impact on children and caregivers. The current study attempted to address gaps in research regarding the association between caregiver attitudes toward remote learning and the various socioeconomic aspects that contribute to child and caregiver well being. This study examined caregiver attitudes toward remote learning and their reported ability to assist in their child's learning given their access to resources (i.e., inaccessibility to technology) as well as their own and their child(ren)'s wellbeing. Grounded theory coding resulted in the following overarching theme used to conceptualize the interview data: Levels of Caregiver Stress and anxiety are Ameliorated by Effective School Support and COVID-19 Protocols. The overarching theme captures how influential a caregiver's perception of support and safety (COVID protocols) can be on the success of remote learning. Results from this research will more broadly inform how the transition to and from remote learning impacted caregiver and child stress and how schools and communities can provide informed support for their students and caregivers. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]