Educator Insights into the Unique Needs of Military-Connected Students

Nicholson, J. H., Drew, A. L., Steggerda, J. C., Gladstone, S., Cavell, T. A., Herrera, C., Smith Slep, A. M., & Spencer, R. (2025). School support for military-connected families: Teacher and counselor perspectives. Journal of Applied School Psychology. https://doi.org/10.1080/15377903.2025.2511613

Introduction
1.2 million military-connected (MC) students in the United States are enrolled in civilian public schools, often facing frequent moves, parental deployments, and disruptions that can impact academic progress and emotional well-being. While prior research has acknowledged the unique needs of these students, there has been limited exploration of the experiences of teachers and school counselors who support them. Nicholson and colleagues (2025) addresses this gap, offering timely insights into how school personnel perceive and respond to MC families.

Methods
Focus groups and interviews were conducted with 39 elementary and middle-school teachers and counselors in a school district located near a large U.S. military base. Participants were divided into two cohorts: one pre-pandemic, and one during the pandemic. Cohort 1 included elementary school teachers (grades 1–5), middle-school counselors (grades 6–8), and a Positive Behavior Interventions and Supports (PBIS) coordinator. Cohort 2 consisted of both elementary (grades 3 and 5) and middle-school (grades 6–8) teachers, elementary and middle-school counselors, and one participant who did not specify a role. Discussions centered around school transitions, communication with families, and strategies for academic and social-emotional support. Thematic analysis was used to identify recurring patterns and experiences across transcripts.

Results
Five themes emerged: First, participants viewed MC students as both resilient and vulnerable, with distinct strengths shaped by military culture but also hidden stressors. Second, school transitions were seen as critical periods, with early identification and connection-building being key. Third, educators described leveraging both formal supports and informal ones to meet MC students’ needs. Fourth, communication—both within school systems and with MC families—was emphasized as vital yet inconsistently executed. Finally, deployment periods were identified as times of heightened stress requiring individualized, responsive support strategies.

Discussion
Educators expressed a strong commitment to supporting MC students, often adapting creatively within their roles. Yet they also noted systemic shortcomings such as a lack of student identifiers, inconsistent records transfer, and limited awareness of national initiatives like the Interstate Compact. Importantly, school staff emphasized the importance of culturally responsive practices and collaborative efforts across roles, especially during deployments or transitions.

Implications for Mentoring
Mentorship can play a critical role by offering consistent relationships amid change. Programs should prioritize early identification of MC students, training mentors in military culture, and providing trauma-informed, developmentally appropriate support during parental deployments. Additionally, structured check-ins, peer-based mentoring, and coordination with school counselors can enhance school connectedness and resilience.

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