Type
Summary
Adolescents faced with frequent school transitions may be vulnerable to a decline in academic achievement and poor
participation in school activities. Because children of military personnel may move frequently, change schools, and be
separated from friends, they may be more likely to fail in school. Yet this outcome is not always predictable. The
strengths perspective may be useful in understanding success in school among adolescents who attend several different
schools from kindergarten through grade 12. This article reports on the characteristics, transitions, and school
experiences of 6,382 children (ages 10 to 18) of miltitary personnel from all four branches of the armed services, at
installations in the United States and overseas. Despite an average of five school transitions, adolescents reported
average and above-average grades in classes, ample participation in extracurricular school activities, and the
support of parents and teachers. School social workers are encouraged to implement programs and strategies that
maximize positive experiences for adolescents and their resources in the school environment.
Citation
Strobino, J. & Salvaterra, M. (2000). School transitions among adolescent children of military personnel: A strengths perspective. Social Work in Education, 22, 95-107.