Abstract
This study contributes to applied and theoretical research for schools and districts by exploring data-based evidence of the relationships between the Covid-19 pandemic and student engagement with school. The paper features trend data on student orientation to school assessed via the multi-dimensional Student Orientation to School Questionnaire (SOS-Q). The SOS-Q was initially developed to better understand the reasons for school dropout and has expanded to explicate a wider range of student-school engagement dynamics. This study demonstrates how student orientation to school may be effected by major extraneous factors and demonstrates the value of integrating valuable non-cognitive or affective measures within comprehensive student information and assessment systems augmenting both individual and cohort psychological supports.
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