In 2020, the COVID-19 pandemic forced the closure of schools impacting over 60 million students worldwide. Previous researchers identified positive social interactions and relationships as critical for a child's healthy development. Unfortunately, when children experience trauma such as the interruption of face-to-face learning, coping behaviors can manifest. Behavioral concerns have been linked to psychological adjustment deficits. In this causal-comparative quantitative study, I examined the impact of extended social isolation on externalizing and internalizing behaviors in a select group of 96 fifth grade students enrolled during the 2019-2020, 2020-2021, and 2021-2022 academic school years. The data used for this quantitative study reflected students' externalizing and internalizing behaviors, as assessed by their classroom teachers, utilizing the Student Risk Screening Scale-Internalizing, Externalizing (SRSS-IE). The tests within subjects contrasts revealed a statistically significant difference in the number of observed externalizing behaviors in students between the winter assessment of 2019-2020 (T1/WA) and the fall assessment of 2020-2021 (T2/FA) in both externalizing and internalizing behaviors. The results indicated a significant difference in both externalizing and internalizing behaviors when students transitioned to virtual learning and social isolation; however, an examination of the descriptive statistics revealed a consistent trend in the number of observed internalizing behaviors extended throughout the social isolation period. A slight increase was also revealed in the spring assessments for both externalizing and internalizing behaviors. [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.]