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

MILITARY service; MILITARY dependents; SCHOOL admission; ANXIETY; ATTITUDE (Psychology); BRAINSTORMING; CHANGE; COLLEGE teachers; CONCEPTUAL structures; EDUCATIONAL counseling; ELEMENTARY schools; FOCUS groups; INTERVIEWING; MATHEMATICAL models; MIDDLE schools; NEEDS assessment; QUESTIONNAIRES; SCALE analysis (Psychology); TEACHER-student relationships; THEORY; JUDGMENT sampling; CULTURAL values; SOCIAL support; THEMATIC analysis; INTER-observer reliability; COLLEGE teacher attitudes; CHILDREN; PSYCHOLOGY; EDUCATION

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 MCstudent 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 schoolbased professionals to promote success across domains. [ABSTRACT FROM AUTHOR]

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