Abstract
In this comparative case study, I explore how COVID-19 influenced Catholic identity asevidenced by a school's ability to keep and promote a culture of connectedness throughout the
pandemic. Safety protocols while necessary changed nearly every aspect of established routines.
While these protocols enabled schools to gather for in-person learning, they also brought about
new forms of fear, isolation, and disconnectedness. I gather data from three unique schools
within a larger network distinguished by the Cardinal Newman Society for their keen ability to
communicate Catholic identity per adherence to Church guidance. While all three schools are coeducational
and located in one specific region, each represents a unique student population from
Prekindergarten to Grade 12. In Chapter 1, I explore the phenomenon – the influence of the
pandemic on human connections – and provide some context on Catholic school communities. In
Chapter 2, I share insights from the scholarly literature regarding the impact of the pandemic on
schools and furthermore, share evidence about the human need for connection. Over the course
of my study, this basic need is viewed in light of how the pandemic challenged, for better and
worse, the way people were able to connect with each other and with God. In Chapter 3, I
discuss my research design, the comparative case study method, and how I applied this method
to gather and analyze data. In Chapter 4, five themes are identified that present a pattern of how
COVID-19 was experienced across the three case schools. In Chapter 5, I propose four evidencebased
strategies to help school leaders maintain a culture of connectedness should another
pandemic or worldwide crisis occur.
Keywords: COVID-19, Catholic education, multiple case study, social connectedness