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Schoolwide impact of military-connected student enrollment: Educators' perceptions

APA Citation:

Garner, J. K., Arnold, P. L., & Nunnery, J. (2014). Schoolwide impact of military-connected student enrollment: Educators’ perceptions. Children and Schools, 36(1), 31-39. doi:10.1093/cs/cdt026

Abstract Created by REACH:

Interviews and focus groups were conducted with principals, counselors, and teachers at military-connected public schools to explore the broad impact of military-connected student enrollment on schools and educators. Results indicate that student school transitions and deployments require additional assessment and support by educators to meet the unique needs of military-connected students. The results also emphasized that efforts for increased communication about military-connected students’ prior school history and parental deployments could be beneficial in easing the school transition.


Mental health

Branch of Service:

Multiple branches
Air Force
Coast Guard
Marine Corps

Military Affiliation:

Active Duty

Subject Affiliation:

Military non-medical service providers


Adulthood (18 yrs & older)
Young adulthood (18 - 29 yrs)
Thirties (30 - 39 yrs)
Middle age (40 - 64 yrs)


Empirical Study
Focus Group
Qualitative Study


Garner, Joanna K., Arnold, Pamela L., Nunnery, John


Military-connected (MC) children can face emotional and academic challenges, but little is known about how these affect schools. This study gathered the perceptions of principals, school counselors, and teachers at eight MC public schools. Analyses of interview, focus group, and survey responses revealed that transitions and deployments had an impact on educators' work in specific ways. Areas of impact were thematically summarized in domains of academic support, social–emotional support, administration and student records, cultural responsiveness, and school–military–community partnerships. These domains complement prior research describing areas of MC student needs. Findings are situated within a framework of responsiveness that integrates school reform with professional standards for school social workers and school counselors. Recommendations include coordination among school-based professionals to promote success across domains.

Publisher/Sponsoring Organization:

Oxford University Press

Publication Type:

REACH Publication

Author Affiliation:

Center for Educational Partnerships, Old Dominion University, JKG
Center for Educational Partnerships, Old Dominion University, PLA
Center for Educational Partnerships, Old Dominion University, JN


military-connected students, perception, deployment, academic challenges, educator's perceptions, principals, school counselors, teachers

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REACH Publication Type:

Research Summary

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