Abstract
This qualitative study explored the impact of the unexpected shift to online instruction due to the COVID-19 pandemic. Preservice teacher candidates' perceptions of how this transition affected their social and emotional well-being were studied. This study also gathered candidates' recommendations for supporting their social and emotional learning in a distance learning environment. Data were collected via an online survey. The data showed that candidates felt the impact in all five social and emotional learning components. Candidates' responses also provided suggestions for future distance learning courses. These findings equip online instructors with the knowledge and practices to support their students' social and emotional learning, particularly during times of increased stress and uncertainty.
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