Background: The role of school counselors has undergone a considerable evolution in response to societal, economic, and cultural shifts, with the aftermath of the COVID-19 pandemic standing as a particularly significant period of change. With students reentering formal school environments after prolonged isolation, disruptions in learning, and potential trauma, the importance of social skill development has become paramount. Objectives: This study aimed to explore school counselors' perceptions and experiences related to students' social skills after the pandemic. To understand the multifaceted role of school counselors in supporting this development, we drew on Bronfenbrenner's ecological systems theory, emphasizing the interconnected layers of influence on a child's development. Research Questions: (1) How do school counselors' experiences in post-pandemic classrooms relate to students' social development? and (2) How do school counselors perceive students' social needs in post-pandemic classrooms? Methods: The study employed a qualitative constructivist grounded theory approach to gather in-depth data. We conducted focus groups with 48 school counselors across the United States, organized into nine groups based on grade levels (elementary, middle, high) and school settings (rural, suburban, urban). Results: Two major themes emerged--(a) interpersonal/communication skills and (b) online communication, with school counselors highlighting the need for targeted interventions in both areas. Conclusion: The findings underscore the common social challenges faced by school counselors nationwide with K-12 students in post-pandemic classrooms. They emphasize the need for adapting classroom lessons to address students' evolving social needs. Future research should further explore this topic, particularly in online contexts, and incorporate culturally responsive approaches.