Schoolwide Impact of Military-connected Student Enrollment: Educators' Perceptions

Abstract

Military-connected (MC) children can face emotional and academic challenges, but little is known about how these affect schools. This study gathered the perceptions of principals, school counselors, and teachers at eight MC public schools. Analyses of interview, focus group, and survey responses revealed that transitions and deployments had an impact on educators' work in specific ways. Areas of impact were thematically summarized in domains of academic support, social–emotional support, administration and student records, cultural responsiveness, and school–military–community partnerships. These domains complement prior research describing areas of MC student needs. Findings are situated within a framework of responsiveness that integrates school reform with professional standards for school social workers and school counselors. Recommendations include coordination among school-based professionals to promote success across domains.