School Staff Perceptions of Military-Connected Students in Civilian Public Schools: Implications for Teachers, Counselors, and School Staff

Gordon Capp; Ron Avi Astor; Rami Benbenishty; Eugenia Weiss; Diana Pineda

doi:10.1080/21635781.2016.1272016

School Staff Perceptions of Military-Connected Students in Civilian Public Schools: Implications for Teachers, Counselors, and School Staff

Gordon Capp, Ron Avi Astor, Rami Benbenishty, Eugenia Weiss, Diana Pineda

School of Social Work

University of Southern California

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

Nearly all public school districts serve some of the 4 million military-connected students in the United States. Little is known about the perceptions of school staff and their understanding of the challenges facing these students in their schools. Results from 4,616 California school staff in 2011 and 2013 indicate that many believe in their capacity to respond to the needs of these students. However, in many cases, they do not know whether particular challenges or assets exist. These results emphasize the importance of efforts to highlight the needs of this population and that school staff are integral sources of support.

Original language	English
Pages (from-to)	147-156
Number of pages	10
Journal	Military Behavioral Health
Volume	5
Issue number	2
DOIs	https://doi.org/10.1080/21635781.2016.1272016
State	Published - 2017

Bibliographical note

Publisher Copyright:
© 2017 Taylor & Francis Group, LLC.

Funding

This work was partially funded by the U.S. Department of Defense Education Activity (HE-1254-10-1-0041).

Funders	Funder number
U.S. Department of Defense Education Activity	HE-1254-10-1-0041

Keywords

Military children
culturally responsive schools
educational reform
military education
professional development
school climate

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10.1080/21635781.2016.1272016

Cite this

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School Staff Perceptions of Military-Connected Students in Civilian Public Schools: Implications for Teachers, Counselors, and School Staff

Abstract

Bibliographical note

Funding

Keywords

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