The Coronavirus pandemic has significantly impacted various aspects of life, including education. This mixed-method study examines the effects of the pandemic on general interest in STEM lessons, the development and application of STEM soft skills, and observations of signs of trauma in urban classrooms. The foundation of this study is the theoretical framework of social learning, behavior modification, and progressive education. There is limited literature regarding the effect of the pandemic's altered educational methods on STEM disciplines within urban schools. Using a mixed method study methodology, 42 Midwestern United States educators participated in a survey regarding student STEM interest and STEM soft-skill development and observed classroom trauma signs. Ten of these educators participated in a follow-up interview to identify similarities. The findings indicate increased students' STEM soft skills development and a more equal distribution between males and females in STEM interest and classroom applications of STEM soft skills. Educators also reported a decrease in students' work ethics, difficulties with critical thinking, and conflicting interests in classroom technology usage. Educators also reported a higher rate of signs of trauma in classrooms for both males and females. The findings' significant implications include the relationship between STEM interest and soft skills, the effect of the increase in technology usage, and the impact of social media on students. [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.]