This qualitative phenomenology study examined parent liaisons and their lived experiences of collaboration and communication with families to support their children's social-emotional well-being before, during, and after the pandemic. Due to COVID-19, government restrictions mandated in-person learning shift to remote learning from March 2020 to March 2022. This study was developed to investigate how families supported their children during this time of remote learning and family engagement with the school to support children's learning and socio-emotional well-being. The research subjects consisted of twelve parent liaisons from various school districts located in New York State and were determined by purposeful sampling. The participants were selected as they bridge the gap between schools and families. The parent liaisons were titled parent coordinators or family resource coordinators, depending on the school district of employment. The data collection tool consisted of twelve open-ended semi-structured questions and was analyzed using thematic analysis. This study shows that there was a mutually respectful feedback loop for families pre-pandemic, and families were comfortable communicating with the school. The school provided adequate social-emotional support for students pre-pandemic. At the start of the pandemic, the study shows schools quickly pivoted to support children's learning and overall well-being. The quick transition to remote platforms did present a challenge to continue specialized support. During the pandemic, there was a shift in support of children to the caregiver in managing life challenges, anxiety, and mental health concerns. Recommendations for policy, practice, and future research are included based on the findings. [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.]