Preferred Name

Hannah Delmonte

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Graduation


Document Type


Degree Name

Educational Specialist (EdS)


Department of Graduate Psychology


Tammy Gilligan

Deborah Kipps-Vaughan

Kelly Atwood


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



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