CHAVEZ RODRIGUEZ, Veronica JanetMOGROVEJO ALVAREZ, Patricia JonnvanaSEQUEIROS SALCEDO, Elba2026-05-212026-05-212026-05-21https://repositorio.ispa.edu.pe/handle/123456789/494This research arose from the problems observed in first-grade students at Educational Institution No. 40163 “Benigno Ballón Farfán,” located in the Paucarpata district of Arequipa, who exhibit disruptive behaviors and limited socio-emotional skills that interfere with the literacy acquisition process. The general objective was to understand how behaviors associated with the post- pandemic social and family environment affect literacy learning in first-grade students, through a qualitative case study. The research was developed using a qualitative approach, with a case study design, which allowed for a deep and contextualized understanding of three students selected for presenting greater behavioral and academic difficulties. The techniques used for data collection were interviews and observation, while the instruments employed included checklists and recording sheets. The overall results showed that behaviors characterized by impulsivity, low frustration tolerance, poor sustained attention, and limited adherence to rules are closely related to stressful family experiences, limited parental supervision, and reduced opportunities for socialization during the pandemic. These conditions negatively impacted the development of literacy skills. In conclusion, the research demonstrates that behavior and the social environment are key factors in early literacy acquisition. Keywords: Behavior, social environment, literacy.