The COVID-19 pandemic exerted a significant and enduring influence on the mental health of elementary-aged students, manifesting notable changes in emotional well-being. This research study quantitatively examined self-reported mental health among elementary students before and after the onset of the pandemic, with a specific focus on differences by race/ethnicity. Data were drawn from the Minnesota Student Survey administered in 2019 and 2022, enabling the identification of patterns in emotional distress across diverse student populations and tracking how these patterns evolved during the global crisis. The analysis revealed significant disparities in mental health experiences by race/ethnicity. Hispanic or Latino/Latina students were significantly more likely to report frequent worrying compared to students from other race/ethnicity groups, and this group also exhibited the largest increases in both worrying and sadness between 2019 and 2022. Conversely, Black, African, or African American students were significantly less likely to report feeling sad compared to all other groups except White students. This finding diverged from prior research and suggested a complex interplay of cultural, social, and contextual factors shaping emotional well-being. Comparative analysis of pre- and post-pandemic data highlighted that while all students experienced increased mental health challenges, the magnitude and nature of these challenges varied considerably by race/ethnicity. These results emphasized the necessity of moving beyond universal approaches to student support, advocating instead for a nuanced understanding of the distinct experiences and needs of different student populations. Findings from this study underscored the need for educational systems to enhance educators’ cultural responsiveness, ensuring that mental health supports are both relevant and effective for all students.

Key recommendations included:
- Expanding access to school-based mental health resources.
- Implementing comprehensive social-emotional learning (SEL) programs.
- Preparing school leaders to serve as trauma-informed, culturally responsive advocates capable of addressing the complexities of student well-being in diverse communities.

Keywords: COVID-19 pandemic, student mental health, emotional well-being, race/ethnicity, social-emotional learning (SEL), culturally responsive.