Addressing the Academic and Social Challenges of Military Students: Connecting Undergraduate Students With Military-Connected Schools

• In Event: Transforming School and Campus Climate for Military-Connected Students and Veterans: Research and Practice From the Field

Abstract

Objectives and Perspective
Supportive school environments can help military children cope with family and community stressors (De Pedro, Astor, Gilreath, Benbenishty, & Berkowitz, 2013). Few studies have examined specific school-based interventions aimed to support the academic and social challenges of military students in public schools. Further, limited studies have examined the relationship between undergraduate tutors and their social and academic impact on military-connected students and schools. This qualitative study examined an intervention developed and implemented by a university undergraduate education program by defining the activities carried out by undergraduate in military-connected schools and assessing the effects of the program as seen by the tutors and school representatives.
Methods and Data Sources
Tutors completed an internet-based questionnaire that collected information on the undergraduate tutor’s background, their assessment of the contribution of their training program, their work completed in their assigned schools, and their perceived impact of the tutoring experience on themselves as well as the students. Tutors also completed weekly journals that described their tutoring sessions and their perceived impact during those sessions. These journal entries were transcribed to find specific examples of tutor impact on military-connected students. Host teachers assigned to each tutor assessed their performance by completing a paper survey. Lastly, phone and in-person interviews were conducted with school coordinators to gauge the overall effectiveness of the program.
Results
Tutors reported working in the following academic subject matters: elementary math, algebraic and geometrical math, business math, reading and writing comprehension, biological sciences, physics, and critical thinking. Based on host teacher evaluations tutors assisted in the improvement of discipline in class, positive relationships and social ties, academic, attendance, and motivation for learning.
Scholarly Significance
Overall, the findings suggest that undergraduate tutors had a positive impact on military-connected students. Future studies should examine the impact of the undergraduate tutor-military-connected tutee relationship on academics and emotional well-being in school. A factorial study design could determine the effectiveness of this program in conjunction with other programs that strive to address the issues in military-connected schools. These studies can be used as leverage for funding more programs that utilize college-aged students in combating and helping military-connected students overcome the stresses of deployment.

Authors

• Chantra Nhien, University of Southern California

• Rami Benbenishty, Bar-Ilan University

• Amanda L. Datnow, University of California - San Diego

• Caren Holtzman, University of California - San Diego

• Alison Gallwey Wishard Guerra, University of California - San Diego

• Luz M. Chung, University of California - San Diego