Principals’ Perspectives on Military-Connected Students in Civilian Public Schools

• In Event: Meeting the Needs of Military-Connected Students: Calls From the Field and Interdisciplinary Responses From Higher Education

Abstract

Purpose
More than 90 percent of the nation’s 1.2 million military children attend civilian-operated public schools. Civilian school personnel, however, have never been systematically trained to understand and appropriately respond to the needs of children whose parents are deployed. The purpose of the present study is to examine the perceptions and needs of public school principals in military-connected schools.

Methods
The present study was conducted in 138 schools in eight districts surrounding military bases in San Diego and Riverside counties. Data were collected via two online surveys sent to school principals at the end of the fall and spring semesters. Response rates were higher than 90%. The fall survey included questions about the school’s enrollment of military students, educational philosophy regarding military students and military related activities/programs, parental and community involvement, activities focused on military students, school improvement programs and their target populations, best practices, perceptions of school needs for resources and training. In the spring semester principals were asked to assess the initial impact of a four-year initiative (heretofore Building Capacity) designed to help improve school climate for military connected students and families.

Results
Findings indicate that many school representatives did not know how many of their students were from military families. The most common educational approach of schools was to include children from military families in more general programs that target other students (44.5%). Thirty percent of school representatives, however, thought military connected students needed special programs and activities given their unique needs and circumstances. Of the 130 schools included in this study, 10 have implemented programs and activities focusing on military connected students.

Overall, the majority of school representatives reported a need for more personnel, training and programs (e.g., science tutoring; transition centers for military students).
In assessing the partnership with the Building Capacity project, most principals were satisfied with social work interns placed in their schools, and almost all who did not have interns requested to have interns in the future. In assessing changes during the first year, more than half reported seeing improvements, to an extent, in awareness of the needs of military students (58.7%), in student-staff relations (61.7%), and in their knowledge school climate improvement programs and practices (53.8%).

Implications
Overall findings suggest a tension between current practices regarding military connected students and the growing awareness of this population's needs. Findings further demonstrate a need to develop systemic methods for assessing the number of military students enrolled in a particular school, their needs, and evidence-based programs most relevant to this group of students. Continued training and education on the circumstances and needs of military students is also needed. Support and training should be tailored to the number and characteristics of military students and to the educational philosophy of each school. There is also a clear need for social work interns in schools to address the needs of military students.

Authors

• Monica Christina Esqueda, University of Southern California

• Keren Malchi, Bar-Illan University

• Hazel Atuel, University of Southern California

• Rami Benbenishty, Bar-Ilan University

• Ron Avi Astor, University of Southern California