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.