The COVID-19 pandemic disrupted students' educational experiences, raising concerns about their social and emotional development. This longitudinal quantitative study analyzed changes in student perceptions of social and emotional well-being using Panorama Education SEL survey data from Cohort 2023 12th graders at an urban intensive high school over three years (2019-2021). A repeated measures design assessed five competencies: perseverance, self-management, self-efficacy, sense of belonging, and rigorous expectations. The analyses revealed mixed results: SEL self-efficacy showed a significant increase (F = 11.39, p < 0.001), although a slight decline occurred during the pandemic; perseverance decreased in 2020 but showed modest improvement in 2021 (F = 4.59, p = 0.01). Self-management also exhibited significant changes, declining during the pandemic but demonstrating a slight recovery in 2021 (F = 6.08, p < 0.001). Rigorous expectations indicated significant differences, reflecting an increase in students' perceptions from 2019 to 2020, which were maintained in 2021 (F = 5.79, p < 0.001). Sense of belonging demonstrated significant growth (F = 7.06, p = 0.001) and did not return to pre-pandemic levels. These findings highlight the need for targeted interventions to enhance student well-being. [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.]