Date of Conferral

5-3-2024

Date of Award

May 2024

Degree

Ph.D.

School

Counselor Education and Supervision

Advisor

Dr. LeAnn Morgan

Abstract

Most military-connected students (MCS) with active-duty parents attend public schools in the United States. Due to the highly mobile military lifestyles of MCS, some are at risk for academic, emotional, and social challenges. School counselors are often charged with supporting and advocating for MCS; therefore, it is vital to understand elementary school counselors’ experiences with these students. The purpose of this qualitative hermeneutic phenomenological study was to explore the lived experiences of elementary school counselors who work with MCS with active-duty parents in U.S. public-schools. Heidegger’s hermeneutic phenomenological approach served as a theoretical framework for this study. Semistructured interviews were conducted with 12 elementary school counselors who worked in U.S. public schools with MCS with active-duty parents for at least one year. Data were analyzed using hand-coding and thematic analysis. Thematic analysis yielded four main themes: (a) creating public school environments that are welcoming and supportive for MCS, (b) supporting MCS through challenges and barriers, (c) participating in military-focused continuing education to support MCS, and (d) fostering resiliency and identifying strengths of MCS. Results revealed that elementary school counselors are aware of the diverse needs of MCS, the challenges and barriers that some MCS face, and their strengths, and they are willing to develop homegrown practices or utilize support services to meet their needs. Military-focused continuing education or professional development related military families is not provided in most school districts for staff who serve MCS. The results may contribute to social change by providing higher education institutions and public-school systems with information to help facilitate more inclusive school counseling programs for MCS.

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