Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Beryl Watnick

Abstract

The support needed for military-connected children in civilian schools remains a largely unexplored subject. Military-connected children and their families face unique stressors due to the nature of military life and culture. The problem is that civilian educators are often unaware of the presence of military-connected students in their schools and of the academic and behavioral support these students require to be successful. The purpose of this qualitative study was to explore the perspectives of educators concerning the support needed for military-connected early childhood students in civilian schools to be successful. The three research questions focused specifically on teachers’ perspectives on the classroom supports needed to identify and address the academic and behavioral needs of military-connected students, counselors’ perspectives on the counseling supports needed to identify and address the academic and behavioral needs of military-connected students, and administrators’ perspectives on the administrative and school-wide supports needed to identify and address the academic and behavioral needs of military-connected students. Bronfenbrenner’s ecological systems theory forms the conceptual framework for this study. Eleven educators participated in Zoom interviews. Data were analyzed by transcribing interviews, using three-cycle coding data, and inductive data analysis which led to four distinct themes: awareness, relationships, specialized support, and understanding. The results demonstrated civilian educators’ perceptions that military-connected students need specialized support due to the challenges they face because of the military lifestyle. Military-connected students may benefit from the results of this study through increased awareness of their needed supports, development of educator training programs, and education policy reforms.

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