This qualitative phenomenological study explores the perceptions of school administrators, teachers, and parents regarding the impacts of the COVID-19 pandemic on teaching, learning, and students' social-emotional well-being within a public school district in South Louisiana. With evidence of significant learning loss and increased mental health issues among students, this study aims to bridge the gap between stakeholder perceptions and students' actual performance as measured by the Louisiana Educational Assessment Program (LEAP). Through semi-structured interviews with diverse stakeholders, key themes highlighted the transformative disruptions caused by the pandemic, particularly the overreliance on technology, shifts in parental expectations, social-emotional deficits among students, and the urgent need for targeted support systems. Findings reveal that while some positive adaptations occurred, such as enhanced technological proficiency among educators, persistent challenges in student engagement and well-being remain. The study underscores the necessity for comprehensive recovery strategies, encompassing continued professional development for teachers, the implementation of social-emotional learning frameworks, and active parental involvement. The ongoing impacts of the pandemic have prompted educators to rethink instructional practices, emphasizing a blended approach that prioritizes student connections and emotional support alongside academic achievement. Recommendations for future research include longitudinal studies to monitor the long-term effects of the pandemic on educational outcomes and further investigation into practical instructional strategies that foster student resilience. The findings aim to contribute valuable insights that inform school practices and policies moving forward in a post-pandemic educational landscape by addressing these complexities and stressing the crucial role of parents in this process. [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.]