School closures in response to the COVID-19 pandemic resulted in millions of students in the United States switching to emergency remote learning, with varying academic and social-emotional impacts on students. This study was an attempt to investigate whether large-scale shifts in levels of internalizing or externalizing symptoms occurred among elementary students in rural Pennsylvania schools after the shift to emergency remote learning due to the COVID-19 pandemic as measured by the SRSS-IE. Results from paired-samples t-tests indicated that students who engaged only in mandatory remote learning saw a small decrease in internalizing and externalizing symptoms after returning to in-person instruction. Students who engaged in optional extended remote learning saw no changes in internalizing or externalizing symptoms. [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.]