The novel Coronavirus (COVID-19) originated in December 2019, shifting our familiar way of life and creating a lengthy isolation period to mitigate further transmission. Over time, it has become clear that COVID-19 has exacerbated behavioral, emotional, financial, and physical stressors for many individuals. The impact of the pandemic on youth specifically has become a matter of concern due to the disruption it caused. One area of interest continues to be the impact on mental health specifically. Based on the limited literature regarding mental health implications on elementary-aged students, this study was designed to evaluate the impact of COVID-19-related factors on the Behavior Assessment System for Children, Third Edition (BASC-3) anxiety subscale levels among youth receiving special education services. Information was gathered from parent and teacher surveys that were disseminated prior to the COVID-19 pandemic and again two or more years into the pandemic to identify the change in the BASC-3 anxiety subscale scores among students who currently receive special education support as per their Individualized Education Program (IEP). A paired sample t test was used to compare the mean of pre- and post-BASC-3 results relayed by parents and teachers on a participant pool of 78 elementary-aged students meeting inclusionary criteria. In addition, specific subgroups were individually analyzed including biological sex, grade level, and special education classification. When comparing parent endorsement of their child's anxiety subscale scores prior to COVID-19 to present day, results indicated significantly higher anxiety scores on the BASC-3 anxiety subscale at post-test than pre-test. However, ratings by teachers were not significant from pre-test to post-test. Non-significant group differences were observed when comparing male and female students as well as students' respective special education classification. However, when comparing BASC-3 anxiety subscale scores across grade levels, parent ratings of first graders were significantly higher at post-test, and teacher scores were significantly higher for first graders at post-test and fifth graders at pre-test. Implications of these findings are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]