Publication year
2014
Citation Title
District, school, and community stakeholder perspectives on the experiences of military-connected students.
Journal Name
Teachers College Record
Journal Volume
116
Issue Number
5
Page Numbers
1-32
Summary
An exploration of the schooling experiences of military-connected students and their strengths and challenges in civilian public schools was conducted. Research sought out the perspectives of district, school, and community stakeholders in order to better understand the critical perspectives of those charged with developing, administering, and sustaining system-wide initiatives and programs that promote systemic change at the school, community, and district levels. Overall, the study identified school-based strategies that promote emotional, psychological, and academic outcomes among military-connected students.
Key Findings
Stakeholders noted how military-connected students have unique cultural needs and challenges that necessitate school intervention.
Some schools utilized self-initiated practices, such as developing cultural sensitivity towards students to address the unique needs of military-connected students.
The stakeholders in the study felt that public schools have responded poorly to the issues and challenges of military-connected students.
Stakeholders believed that public schools should be places of stability for military-connected students.
Implications for Program Leaders
Foster student led groups within public schools that address the unique challenges military-connected youth may be facing
Provide support networks for children and youth of Service members in their transition to school
Develop online resources for parents and professionals working with military-connected students about the strengths and potential challenges for students in their public school experience
Implications for Policy Makers
Encourage collaboration among Department of Defense programs, public schools, and community-based organizations to support military families and their children
Recommend education for those who work closely with military-connected students in public schools around the emotional, psychological, and academic challenges students may encounter
Encourage the development and continuation of programs that can support military families and their children through stressful transitions (e.g. deployment, change of schools, relocation)
Methods
Participants were purposively selected and included those who worked closely with military-connected students and public schools and those who brought different perspectives.
Semi-structured interviews were conducted in the fall of 2010.
Data analysis consisted of four stages; (1) generation of an initial codebook, (2) reading in-depth each transcript, (3) discussion of the codes in relation to the transcripts, (4) independent coding of each transcript using the final codes.
Participants
Eight military-connected districts were included and varied in size in terms of the number of student enrollments (1,977 to 30,183) and percentage of military enrollment (2.0%_ 27.3%).
The sample included 31 participants: five district-level stakeholders, three principals, one school liaison officer, three licensed clinical social workers, 10 social work student interns completing their field placements, four education researchers, and five educators.
Twenty-seven participants (87%) reported a direct family affiliation (i.e., had family member in the military, former military child, military spouse, or military Veteran) with at least one branch of the military (Army, Navy, Air Force, Marines, or Coast Guard).
Limitations
The sample population was from one region of the United States which limits its generalizability.
Students’ perspectives were not included in this study; which limits data about the individual experience inside the school and classroom.
Nonmilitary-connected public schools were not included in the sample; therefore, results cannot be extended to military-connected student experience within any public school.
Avenues for Future Research
Explore the perspectives of teachers and students with regard to how military-connected students cope with military life stressors in the classroom
Utilize different methods, such as mixed or quantitative that focus specifically on the classroom experience and the perspectives of teachers, parents, and students
Evaluate practices such as military transition rooms and support groups in terms of improving the psychological, social, and emotional outcomes of military-connected students
Focus
Multiple Branches
Target Population
Population Focus
Abstract
Background/Context: The children of military service members experience numerous military-related stressors (e.g., deployment of a parent), resulting in negative psychological outcomes. About 90% of military-connected students are educated in civilian public schools. A few recent studies in disciplines outside education research suggest that civilian public schools lack awareness of the needs of military-connected students. Purpose: The purpose of this study is to provide a foundation and context for the development of future research, policy initiatives, and school-based interventions by exploring the perspectives of district, school, and community stakeholders (i.e., school administrators, superintendents, community-based military educators, and education researchers). To this end, this study examined the schooling experiences of military-connected students and their strengths and challenges in civilian public schools and identified school-based strategies that promote emotional, psychological, and academic outcomes among military-connected students. Participants: The research team targeted participants from diverse professional roles and from different educational contexts serving military-connected students (e.g. school, community, neighborhood, and military contexts). Thirty-one stakeholders who worked closely with military-connected students or military-connected public schools were purposively selected. Research Design: In this qualitative study, interviews were conducted with participants in the fall of 2010. The interviewer was a former military child and collaborated with the research team to create a semistructured interview protocol. The interviewer asked participants to discuss their perspectives of the unique issues of military-connected students, how military-connected schools have responded to those issues, and their recommendations for future education reform targeting military-connected students. Findings/Results: The findings revealed the following stakeholder perceptions: (a) military-connected students have unique cultural needs and challenges that necessitate school intervention, (b) some schools utilize homegrown practices to address these needs of military-connected students, (c) stakeholders feel that public schools have responded poorly to the issues and challenges of military-connected students, and (d) stakeholders believe that public schools should be places of stability for military-connected students. Conclusions/Recommendations: The education stakeholders in this study were well aware of the unique challenges and strengths of military children and homegrown practices developed locally by military-connected schools. They offered recommendations at the school, district, and community levels on how to improve school responsiveness, including a data identification system and continued staff training. Future research should include the perspectives of teachers and students with regard to how military-connected students cope with military life stressors in the classroom. Overall, this study uncovers the issues of a population of students who have a significant presence in over 200 public school districts throughout the United States and provides a foundation for future education reform and research on military-connected students.
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