This thesis was written to gain an understanding of how virtual learning has affected students socially and how educators can better be prepared for virtual learning. Some of these practices have been implemented into the classroom from the research gathered; many educators and students still might be struggling and it is important that each professional is communicating with each other to make virtual learning more normal. Specifically, this thesis will discuss the struggle of SEL (social emotional learning), tools/resources, and effectiveness/ineffectiveness in a virtual classroom that teachers and students can implement in their lessons and learning. The research method selected for this thesis is a case study. I selected this type of study due to the fact that researchers have been trying to keep track of the growth in students' education while being in an environment such as virtual learning, which was designed to reveal the realities of the effects of SEL, tools/resources used and the effectiveness of an educational environment with virtual learning. The participant groups included in the case study were located in North Andover Ma, north of Boston in elementary school and special education classroom at the high school. These study participants consist of thirteen Elementary school students, a special educational classroom, principal, special education teacher and someone observing them (me). The educators gathered evidence on the growth of the students' learning while in quarantine and it was noted that they were completely behind in cognitive functioning, gross motor skills, social skills and SEL. Having the ability to present these questions to each individual student made the educators understand where their social emotional understanding was. Would this become a bigger issue when students became older and did not have the ability to understand their emotions or others emotions? Is it going to be a bigger probelm when the students do not know how to control their emotions? Educators might have different opinions on these types of questions but these are very validated questions to be thinking about with this age group because this is the most important time to understand their emotions. Supporting questions used in the study are: Is there an apparent increase in the effectiveness with SEL in the virtual learning classroom? This will be implemented more when educators have the resources, tools and ability to know how to teach SEL over virtual classrooms? Will educators be learning how to implement a zone of regulations into the virtual classroom and teaching strategies for students to do at home on their own or with a parent or guardian? Throughout the case study these questions will have a conclusion on ways this can be better taught in a virtual classroom. This research will be particularly in chapter 2 and other chapters. The case-study will highlight terms, tools, resources, evidence and reliable data for educators and students to use. The purpose of this is to have the growth mindset and emotional stability for our younger learners to implement into their future learning. Link to Thesis