Supporting the Mental Health Needs of Military-Connected Students

Bradshaw, Catherine P.; Figiel, Katherine E.; Deutsch, Haley

doi:10.1007/978-1-4614-7624-5_32

Cited by 3 publications

(2 citation statements)

References 37 publications

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“…given that the data systems "lack the capacity to systematically identify military students, their academic performance, and/or their needs" (Russo & Fallon, 2014, p. 68). However, American studies found that military-connected students and their families may be hesitant to disclose their military connection out of worry about the stereotypes that educators and schools may hold about military families (Bradshaw et al, 2014;Russo & Fallon, 2014). DoDEA schools have developed a data system that helps prevent any delays when dealing with student enrolment and learning (Atuel et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

“If You Don’t Know Who They Are, You Don’t Know How to Support Them”: A Qualitative Study Exploring How Educators Perceive and Support Canadian Military-Connected Students

2022

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To date, American research has provided the foundation for what is known about the educational experiences of students living in military families. Given contextual differences that exist between the United States and Canada, it is unclear how representative the American findings are of the Canadian experience. Using semi-structured interviews, this phenomenological study collected data from six educators to better understand how the needs of military-connected students are addressed within Canadian secondary schools. Participants generally had a good understanding of the military lifestyle and its associated challenges for students. However, many participants were unaware of any formal mechanisms used to identify military-connected students, any professional development opportunities for educators, or any collaborations that exist between schools and the military to support such students. Given the current lack of Canadian research, this study will help contribute to the building of knowledge and capacity in the Canadian context.

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Section: Discussionmentioning

confidence: 99%

“If You Don’t Know Who They Are, You Don’t Know How to Support Them”: A Qualitative Study Exploring How Educators Perceive and Support Canadian Military-Connected Students

2022

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“…This is supported by international research findings, namely that education leadership, including union leadership, is mostly uninformed on TTWPB. 141 All three of the above-mentioned trade unions do provide legal advice, empowerment, training and representation to their members with regard to labour relations. 142 Owing to trade union members' lack of knowledge about TTWPB and trade unions' silence about this plague, trade unions seldom act as a deterrent for TTWPB in South African schools.…”

Section: Union Supportmentioning

confidence: 99%

The complexity of teacher-targeted workplace bullying: An analysis for policy

Jacobs

Wet

2018

JJS

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Teachers are often the targets of bullies. Studies have indicated that South African teachers are three times more likely to experience workplace bullying than their peers in other parts of the world. In an earlier study by the authors, 90.8 per cent of educators who took part in a survey indicated that they experience some form of bullying while at work. Compared to this, similar studies found the levels to be much lower: 25.6 per cent in Lithuania and 22.4 per cent in Croatia. Workplace bullying of teachers includes being bullied by other teachers, school managers, learners and the administrative staff at the school. While the vast majority of schools have adopted an anti-bullying policy for the learners, even if only on paper, no clear guidelines exist on teacher-targeted workplace bullying. Teachers are central to any education system. Research shows that workplace bullying negatively affects the teachers and the school. Thus, policies should be put in place to protect employees and effectively deal with incidences. Policies with clear guidelines and procedures for role players should be in line with the legislative framework. We start by giving a synopsis of the current literature on teacher-targeted workplace bullying. We then discuss the South African legal framework that informs the suggested policy development. Thirdly, we draw from the literature on bullying prevention. This will serve as an information base from which national, provincial and school policies can be developed.

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Considerations for supporting Canadian military-connected students in K-12 and higher education

HillShannon

CathcartDarryl

2021

Journal of Military, Veteran and Family Health

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LAY SUMMARY Within Canada, little is known about the educational experiences of military-connected students in the K-12 and higher education systems. American research has been published and provides insight into the unique challenges that military-connected students can experience in such contexts. Because of the lack of research conducted in Canada to date, it is unclear if American research findings represent the educational experiences of Canadian military-connected students in K-12 and higher education. This article discusses how identification of military-connected students, as well as educator awareness or lack thereof, are creating organizational challenges in the Canadian context for supporting military-connected students in K-12 and higher education.

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Supporting the Mental Health Needs of Military-Connected Students

Cited by 3 publications

References 37 publications

“If You Don’t Know Who They Are, You Don’t Know How to Support Them”: A Qualitative Study Exploring How Educators Perceive and Support Canadian Military-Connected Students

“If You Don’t Know Who They Are, You Don’t Know How to Support Them”: A Qualitative Study Exploring How Educators Perceive and Support Canadian Military-Connected Students

The complexity of teacher-targeted workplace bullying: An analysis for policy

Considerations for supporting Canadian military-connected students in K-12 and higher education

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