Preferred Name
Hannah Delmonte
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Date of Graduation
8-5-2023
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Tammy Gilligan
Deborah Kipps-Vaughan
Kelly Atwood
Abstract
Although research has been published documenting the increased risk for negative social, emotional, behavioral, and academic outcomes of military-connected students, no research prior to this study has given voice to these students and explored their experiences and needs. Five military-connected high school students participated in a focus group exploring what their lived experiences are in the context of living in a military-connected home and what they wish their schools knew to better support them. A thematic analysis was used to analyze the qualitative data and six themes emerged from the discussion: the emotional burden these students carry, distance they feel from their parent serving, pressure to succeed, the desire for visibility within their schools, going home to more than homework, and the instability and unknow of military life. These themes can provide a framework for schools to develop a multi-tiered system of support to ensure military-connected students are seen, heard, and supported at every transition. School psychologists can utilize these themes to advocate for military-connected students and support their needs with their unique knowledge of both the psychological and academic demands placed on students
Recommended Citation
Delmonte, Hannah A., "Exploring the needs of military children in public schools: What school psychologists need to know" (2023). Educational Specialist, 2020-current. 71.
https://commons.lib.jmu.edu/edspec202029/71
