School Support for Military-Connected Families: Teacher and Counselor Perspectives

Military-connected (MC) students and their families endure frequent moves and other transitions and disruptions that directly impact school experiences and can take a significant emotional toll. Previous studies have provided valuable insights into the needs and experiences of MC students in the school context and schools’ efforts to support MC families. However, the perspectives of teachers and counselors supporting and working with MC students are relatively understudied as are interactions among school staff and MC parents. This study sought to understand educators’ and school counselors’ perceptions of and efforts to support MC students and parents. Focus group interviews were conducted with 39 elementary and middle-school teachers and counselors about their experiences supporting MC students and parents. A thematic analysis resulted in the following themes: (a) distinctive characteristics, experiences, and needs of MC students and parents; (b) easing transitions by fostering connections; (c) leveraging and tailoring existing supports to meet the needs of MC students and parents; (d) the importance of communication; and (e) deployments as times of heightened support need. Findings illustrate teachers’ and counselors’ myriad formal and informal approaches to supporting this population and highlight the critical roles of communication with MC parents and collaboration among various school personnel, including school psychologists.