The purpose of this study was to determine whether restrictions put in place during the COVID-19 pandemic affected the social and psychological well-being of early adolescent schoolchildren. Participants were 309 youth (51% female, average age = 12.38 years) enrolled in the sixth, seventh, or eighth grades of a single middle school located in northeastern Pennsylvania, a state that took a moderately proactive approach to the pandemic. Employing a cross-sectional design, students in three instructional conditions (100% in-person, hybrid, 100% online) were compared on nine outcome measures (perceived parental support, perceived parental knowledge, peer deviance, neutralization, cognitive impulsivity, depression, delinquency, bullying victimization, and bullying perpetration). There were no significant between-groups differences, although there was a borderline significant effect for depression (100% online >100% in-person, p = .06). A second set of analyses employed a longitudinal design and compared 174 children who completed the test battery in November 2019, 3 months before the start of the pandemic, and then again in November 2020, 9 months after the start of the pandemic. Three out of nine outcomes displayed significant change: A small reduction in parental support and modest increments in neutralization beliefs and cognitive impulsivity. Although there were no statistically significant differences between the three instructional conditions and only a handful of relatively small and predictable longitudinal changes between November 2019 and November 2020, there were a fair number of individual students who experienced moderate ([more than or equal to] 50%) increases in depression (17.6%), cognitive impulsivity (15.8%), and bullying victimization (11.7%).