Responding to the needs of military students and military-connected schools: Perceptions and actions of school administrators

Kris T. De Pedro*, Hazel Atuel, Keren Malchi, Monica C. Esqueda, Rami Benbenishty, Ron Avi Astor

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

14 Scopus citations

Abstract

Military children experience a variety of military-specific stressors. Stressors include repeated geographic relocation and parental separation, both of which can negatively affect social, emotional, psychological, and academic outcomes. Educational reform research, however, has found that caring and responsive schools can moderate the effects of psychological stress on the social and emotional outcomes of students. Lacking are studies that examine the transformative role of principals and other school administrators in providing school supports for military children. Hence, this study is guided by multiple objectives. This study examined the military-connected (MC) school administrators' philosophy as it relates to military students, programmatic efforts for military students, and assessment of military social work interns. Data were collected using an online survey tool, and results suggest consensus among most MC school administrators regarding the unique needs of military students and the need for programs and resources that address these needs. This study found that many administrators struggle to provide adequate supports for military students.

Original languageEnglish
Pages (from-to)e18-e25
JournalChildren and Schools
Volume36
Issue number1
DOIs
StatePublished - Jan 2014
Externally publishedYes

Keywords

  • military-connected students
  • public schools
  • school leaders

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