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 language | English |
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Pages (from-to) | e18-e25 |
Journal | Children and Schools |
Volume | 36 |
Issue number | 1 |
DOIs | |
State | Published - Jan 2014 |
Bibliographical note
Funding Information:Leadership, Chapman University, Orange, CA. Hazel Atuel, PhD, is research assistant professor, Building Capacity in Military-Connected Schools, University of Southern Calo-fornia, Los Angeles. Keren Malchi, PhD, is clinical social worker and licensed marital and family therapist, “Benaf-sheinu” (Bait Ham) Trauma Center for the Treatment of Religious Victims of Sexual Abuse, Revava, Israel. Monica C. Esqueda, MEd, is research coordinator, Building Capacity in Military-Connected Schools, University of Southern California, Los Angeles. Rami Benbenishty, PhD, is professor, Luis and Gaby Wiesfeld School of Social Work, Bar Ilan University, Ramat-Gan Israel. Ron Avi Astor, PhD, is professor, Richard M. and Ann L. Thor Professor of Urban Social Development, School of Social Work and Rossier School of Education, University of Southern California, Los Angeles. This work was partially supported by the Department of Defense Education Activity grant HE1254-10-1-0041 (principal investigator: Ron Avi Astor). Address correspondence to Kris T. De Pedro, College of Educational Studies, Chapman University, One University Drive, Orange, CA 92866; e-mail: [email protected].
Funding
Leadership, Chapman University, Orange, CA. Hazel Atuel, PhD, is research assistant professor, Building Capacity in Military-Connected Schools, University of Southern Calo-fornia, Los Angeles. Keren Malchi, PhD, is clinical social worker and licensed marital and family therapist, “Benaf-sheinu” (Bait Ham) Trauma Center for the Treatment of Religious Victims of Sexual Abuse, Revava, Israel. Monica C. Esqueda, MEd, is research coordinator, Building Capacity in Military-Connected Schools, University of Southern California, Los Angeles. Rami Benbenishty, PhD, is professor, Luis and Gaby Wiesfeld School of Social Work, Bar Ilan University, Ramat-Gan Israel. Ron Avi Astor, PhD, is professor, Richard M. and Ann L. Thor Professor of Urban Social Development, School of Social Work and Rossier School of Education, University of Southern California, Los Angeles. This work was partially supported by the Department of Defense Education Activity grant HE1254-10-1-0041 (principal investigator: Ron Avi Astor). Address correspondence to Kris T. De Pedro, College of Educational Studies, Chapman University, One University Drive, Orange, CA 92866; e-mail: [email protected].
Funders | Funder number |
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Department of Defense Education Activity | HE1254-10-1-0041 |
Keywords
- military-connected students
- public schools
- school leaders