This dissertation presents a qualitative research single case study to describe the state of social-emotional development of educationally-disadvantaged students at SM Elementary School (pseudonym) in the aftermath of remote learning due to the COVID-19 pandemic. To understand the students' state of social-emotional development, students from SM Elementary School were interviewed on their lived experiences with remote learning during three specific time periods (pre-remote learning, during remote learning, and post-remote learning). Drawing upon the purposeful criterion sampling strategy, 12 students from SM Elementary School who are considered educationally disadvantaged were selected to participate in the interviews. All students were from diverse racial and ethnic backgrounds and eligible for the free and reduced school lunch program. The primary form of data collection was in the form of semi-structured interviews. Demographic data was also collected from the participants through the use of questionnaires. The analytical framework approach was used to describe the content of the interviews and then the content analysis was used to explain why the patterns or themes that emerged were important. The study's findings provide insight into the thoughts, feelings, emotions, and experiences that students had with remote learning. The data from this research study indicates that in the aftermath of remote learning due to the COVID-19 pandemic, students are still struggling with overcoming obstacles and barriers to their learning, specifically in the area of mathematics and understanding important math concepts. All of the factors of disadvantage, challenges, traumatic experiences, thoughts, feelings, emotions, and experiences that students experienced while remote learning have had long-lasting impacts on students' well-being, development of social-emotional skills, and social-emotional health and could be contributing factors to students' ability to learn and achieve in the classroom post-pandemic, especially for students who were already considered educationally disadvantaged. Strategies that educators can use to address students' feelings of fear and uncertainty, student motivation, and lack of academic achievement are also discussed. Understanding students' social-emotional needs and their state of social-emotional development in the aftermath of a disaster, such as the COVID-19 pandemic, is an important first step toward intervention and addressing the long-lasting effects that remote learning during the COVID-19 pandemic may have caused. Insight into the lived experiences that students had with remote learning during the COVID-19 pandemic can help educators begin to understand the state of students' social-emotional development, so they can appropriately respond to students' social-emotional needs. Students' social-emotional needs must be addressed before educators can work toward closing the achievement gap created by remote learning during the COVID-19 pandemic. [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.]