Using action research to examine multi‐tiered systems of support in an elementary school in a post‐COVID era

Abstract The COVID‐19 pandemic presented unprecedented learning loss for all students. Although researchers have indicated negative impacts across all age and demographic groups, learning loss is most pronounced in elementary school‐aged students and those from low SES backgrounds. Given the disproportionate impact of the COVID‐19 pandemic, the authors utilise multi‐tiered systems of support to provide targeted support to identified elementary students in an urban school in the south‐east United States. This study explores the efficacy of the tiered intervention (Tier I: social–emotional learning instruction, Tier II: Mentoring, and Tier III: Play Therapy) using third‐person action research design and the authors explore a quantitative analysis of pre‐ and post‐achievement data, as measured by state achievement reading and maths scores. Finally, the authors describe future directions for researchers interested in applying a similar tiered intervention to respond to learning deficits resulting from the COVID‐19 pandemic.