The COVID-19 pandemic disrupted face-to-face instruction in schools across the United States and the world. Using the Online Student Connectedness Survey (OSCS), we analyzed data from three middle schools in a suburban school district in the southeastern United States in order to determine if there were any statistically significant interaction effects between student characteristics (grade level, gender, and race/ethnicity) and their sense of connectedness in a nontraditional online learning environment. Factorial Analysis of Variance (ANOVA) tests revealed that neither grade level nor gender independently were associated with students' perceived connectedness during online instruction. However, there was a statistically significant difference in student connectedness within the online environment based on race/ethnicity, such that White students reported significantly higher sense of connectedness than non-White students. We also found a statistically significant interaction effect between students' grade level and gender on students' perceived connectedness in the online learning environment. Female students had a lower sense of connectedness in the 7th grade, but sense of connectedness increased in the 8th grade. Finally, we found no statistically significant interaction effects among grade-level, gender, and race/ethnicity on students' perceived connectedness in the online learning environment.