Understanding Teaching and Learning with Military Students in Public School Contexts: Insights from the Perspectives of Teachers

Military Children: Unique Risks for Mental Health and Wellbeing and Implications for School-Based Social Work Support

“…Research has also found that both teachers (Bradshaw et al, 2010;Mmari et al, 2009;Williams, 2013;Wooten et al, 2019) and school-based counselors (Mmari et al, 2009;Williams, 2013) lack understanding of the needs of military children. This is particularly the case in relation to children's emotional needs, such as those associated with parental deployment (Arnold et al, 2014). Indeed, both teachers and students themselves felt schools were unable to deal effectively with these children's complex needs (Williams, 2013).…”

“…The school social worker's role was therefore to promote teachers' understanding of military children's unique needs (Arnold et al, 2014) and provide information regarding online resources, including the Military Child Education Coalition, the Military Impacted Schools Association, Department of Defense Education Activity, and Military OneSource (St. John & Fenning, 2020). She normalized Amelia's reactions to the media accounts of Sergeant Green's deployment, her sadness, and likely concern for her father's safety.…”

A Professional Development School in Action: Meeting the Needs of Military-Connected Students and Families

“…As transitions occur, students are expected to make adjustments based on different teaching methods, curriculum materials, pacing of instruction and different classroom behavioral expectations. These adjustments are stressful for some students and can have an effect on student behavior and student engagement (Arnold, Garner, & Nunnery, 2014;Bradshaw, Sudhinaraset, Mmari, & Blum, 2010;Chandra et al, 2009 these families possess a tremendous potential for resiliency: the ability to be exposed to adverse traumatic circumstances and yet successfully adapt following that exposure. Resiliency is not a static trait, but one that can be fostered through supportive environments (MacDermid, Samper, Schwarz, Nishida, & Nyaronga, 2008).…”

“…Understanding how effective practicing teachers engage and respond to military-connected students provides insight for others who are called to work in school settings. This insight informs relevant interventions that effectively assist military-connected student populations (Arnold et al, 2014). To capitalize on the professional wisdom of the PDS practicing teachers (some working daily with 100% military-connected students) a study was conducted for the purpose of learning what these experienced teachers perceived as the greatest challenges faced when working with military-connected student population, as well as the perceived strengths these students employ.…”

Therapeutic Classrooms as Social Emotional and Academic Refuge: A Teacher Research Study

“…These kinds of supports can address and alleviate equity issues such as cultural and socioeconomic factors, trauma, transiency, and psychosocial or clinical mental health and behavioral needs of students. Transitioning between school sites and becoming familiar with new staff often increases stress and leads to regression (Arnold & Nunnery, 2014;Finn & Zimmer, 2012;Mader & Butrymowicz, 2014). To provide students who have behavioral difficulties effective supports, it is extremely important to place them in therapeutic environments with nurturing adults (Gregory & Korth, 2016).…”