Letter of Recommendation

 August 19, 2015

To Whom It May Concern:

I am please to write a letter of recommendation for Mrs. Becky Workman, whom I have

worked with in several different aspects of my life: substitute teaching, a parent of a

runner in my xc/track program, my son’s Cub Scout leader, and a neighbor.

Becky is currently a certificated substitute teacher for TVUSD. Last year (2014-15) she

substituted my career tech class at GOHS a few times. She demonstrated effective

classroom management, and became a popular substitute among students and staff at

GOHS.

As the head XC/track coach at GOHS, I became acquainted with Becky Workman as a

parent of one of my runners as well. She is well known for being friendly, dependable,

and supportive.

Becky Workman is also a volunteer Cub Scout leader for the BSA in which she has

taught my son for the past year. She planned and organized weekly activities and

outings, and has helped my son receive many awards. During this time, I have observed

her to be energetic, loving and passionate about teaching the Cub Scout boys.

Lastly, Becky and her family have been our neighbors for the past year. She is always

friendly and approachable, and is an asset to our schools and community. I would highly

recommend her to teach full time in the TVUSD.

Please feel free to contact me should you require more information.

Doug Soles

Career Tech Teacher

XC & Track and Field Head Coach

Great Oak High School

Journal Article Review: Emotional Development (EDUC 501: Advanced Child Development)

  

 

 

Journal Article Review: Emotional Development

 

Becky Workman L32579834

Department of Education, Liberty University

EDUC 501: Advanced Child Development

Dr. Kathy Keafer

February 6, 2022

 

 

 

 

 

 

 

 

 

 

 

 

 

Journal Article Review: Emotional Development

       

       Self-regulation is an important emotional development skill affecting academic success. In the article Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms, Williams (2018) describes the importance of self-regulation in early childhood and the effects that music, rhythm and movement can have on self-regulation. This article analyzes intervention studies focused on beat synchronization and self-regulation skills in young children.

        Research shows that a focus on self-regulation in early childhood programs can be helpful in preventing gaps in early learning, school transition and childhood well-being (Williams, 2018). The first 5 years of a child’s life is an important period for children to develop the foundational skills for self-regulation as well as brain development (Blair & Raver, 2012 as cited in Williams, 2018). Early childhood teachers play a central role in helping children develop self-regulation skills so they can manage their emotions, thinking and behavior, especially for some children who struggle to maintain attention, experience emotional distress, or display impulsive behaviors (Williams, 2018). 

            Researchers agree many aspects of learning and development are enhanced by musical training. Williams states “coordinated rhythmic movement activities in preschool are an effective approach to support the neurological bases of self-regulation” (2018). For example, beat synchronization, a core musical skill which is the ability to adapt and maintain a steady beat, has shown implications on support of self-regulation and executive functions in early childhood (William, 2018). Another example is that music engagement enhances relaxation and regulation of emotions. Williams suggests that while formal music training is not feasible for all children, “coordinated rhythmic movement activities in preschool could be an effective and appropriate approach through which to address the neurological bases of self-regulation in early childhood” (Williams, 2018). Williams suggests that many teachers already include music in their curriculum, but music activities could be more specifically designed to stimulate children’s skills in beat synchronization and motor coordination which helps build self-regulation (Williams, 2018). These music experiences should be semi-structured musical play activities where music is viewed as play and enjoyment and children are active participants rather than learning music theory or concepts (Williams, 2018). 

       The intervention strategies analyzed by Williams included: rhythmic support during mathematics, music and movement games during circle time, structured circle folk dancing, computerized music training, and instrumental music training (Williams, 2018). These strategies all showed significant improvement for children in self-regulation and executive functions. The findings support William’s hypothesis that using music, rhythm and movement in early childhood can improve self-regulatory and executive functions and should be implemented in preschool to prepare children for academic success and close the gap in school readiness among young children.

Classroom Implications

             As a result of my life experience in playing the piano and teaching piano lessons, I am a firm believer of the effects that music plays in cognitive and social functions. The implications of this article are robust and can easily be applied in an early childhood classroom. Below are several music, rhythm and movement strategies aimed to support self-regulation that I have implemented or plan to implement in my preschool.

Singing songs with preschoolers (welcome song, transitions, goodbye song, songs that teach concepts or rules, etc.) is an easy way to teach rhythm to young children. I have discovered that my students love the repetition of familiar songs but also enjoy adding new ones to our repertoire.

Including a specific music class 1-2 times a week is another strategy I use in my classroom. During this music class, I introduce instruments, teach songs and rhythm, and encourage movement and dance. At the end of music class, my students rock a baby (stuffed animal) to sleep to the beat of a slow song. This helps children calm down before transitioning into the next activity, and a chance for the teacher to observe their beat synchronization.  

Another strategy for teaching rhythm is to clap a rhythm to students and then have them repeat it back. Stomping or snapping can be added for variety also. This activity promotes the ability to adapt to and synchronize to a beat and “may provide a window to developing neurological processes that underpin self-regulation” (Williams, 2018). 

Playing relaxing classical music in the mornings as students enter the classroom is another technique I use. The music is calming to children upon arrival and the transition into the classroom. This is especially helpful for students who have separation anxiety and difficulty transitioning in. One bonus is that this music is calming to not just the students but the teacher also.

The use of yoga in classrooms is becoming popular in education. Yoga stories (teacher led story involving students in yoga poses throughout) are an effective way to incorporate yoga with young children and support emotional regulation development. Evidence from the field of exercise physiology supports this notion (Best 2010; Crova et al. 2014 as cited in Williams, 2018). 

Preschool teachers who intentionally implement music, rhythm and movement into the classroom will undoubtedly enhance self-regulation and executive function among their students. 

References

Williams, K. E. (2018). Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms. International Journal of Early Childhood, 50(1), 85–100. https://doi.org/10.1007/s13158-018-0215-y

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 Literature Review: Assigned Homework in Young Children

 

Becky Workman

School of Education, Liberty University

 

 

 

 

 

 

 

 

Author Note

Becky Workman

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Becky Workman. Email: rebajack@gmail.com

 

 

 

 

Abstract

Assigned homework in elementary school is designed to connect home life and the classroom for students. It is a an old practice that has been debated for decades. Seasoned teachers and parents experience problems with homework with young students: it requires a lot of time at home from parents and students, it causes conflict and stress, and it may not provide real academic gains in student succeses. Using elementary school students, teachers, parents as participants, this problem has been investigated though various quantitative, qualitative, and mixed-methods approach studies. Researchers collected and analyzed data through interviews, surveys, and test scores to determine the effectiveness of homework in academic achievement, benefits and risks. 

Findings show homework has little to no effect on elementary students’ success, homework causes stress between school and familes, and homework may contribute to educational inequality. More research must be done to support this time consuming practice.

Keywords: homework, stress, parental help-giving, academic achievement, student academic achievement, educational inequality

 

 

 

 

 

 

 

 

Introduction

Assigned student homework has been a debate for decades and it should be further researched if educators are to continue with the practice. Is homework beneficial to student learning? Could it be harmful to students? 

The historical role and impact of homework lies in the partial understanding of many educational debates. These include the expectation that homework is a way for parents to support their children’s academic achievement, and the belief that homework improves academic achievement. These ideas are extrapolated from ‘high performing” countries where high levels of homework are a cultural tradition. But, this extrapolation also gives teachers mixed messages about homework because some high performing Asian countries assign large amounts of homework, while others such as Finland offer no homework in the elementary years (Medwell & Wray, 2018).

When closely examining current literature about the topic, strong themes emerge. First, there is little imperical evidence that the amount of time spent doing homework is related to academic achievement (Dolean & Lervag, 2021; Jerrim et al., 2019; Jerrim et al., 2020; Tam et al., 2023). Second, homework can cause conflict and tension among teachers, parents and students (Grinshtain & Harpaz, 2021; Tam et al., 2023). Third, many parental factors are connected to homework success (McCrory Calarco et al., 2022; Womack & Johnson, 2021; Wu et al., 2022). Fourth, parents have different levels of involvement with homework and their role in homework is often unclear (Grinshtain & Harpaz, 2021; McCrory Calarco et al., 2022; Sayers et al., 2020; Womack & Johnson, 2021; Wu et al., 2022). Lastly, educators are concerned with the student inequality that assigned homework can contribute to (Grinshtain & Harpaz, 2021; McCrory Calarco et al., 2022; Medwell & Wray, 2018; Womack & Johnson, 2021). Current literature highlights the need for more studies to be done to support the ongoing student assigned homework if it is to be beneficial to student success.

Key Terms

To understand the problem and discussion about assigned homework in young students, one must understand a few key terms. First, homework is been part of the learning and teaching process for decades and is defined as “tasks assigned to students by schoolteachers menat to be arried out during noninstructional time, as an integral part of the learning process (Kukliansky et al., 2016, p. 229 as cited in Grinshtain & Harpaz, 2021). Second, stress is a feeling of emotional or physical tension that can come from an event or thought that makes one feel frustrated, angry or nervous. It is also a body’s reacton to a challenge or demand (MedlinePlus, 2016). Third, parental help-giving refers to parents as central to students’ success in coping with and preparing homework Moroni et al., 2015, as cited in Grinshtain & Harpaz, 2021). Fifth, student academic achievement refers to performance outcomes that indicate the extent to which a student has accomplished specific goals that were the focus of instructional environments such as school (Ricarda et al., 2014). Lastly, educational inequality is a major global crisis usually defined as the unequal distribution of educational resources among different groups in society (Frey, 2022). 

Review of Literature

Since the practice of homework has been a debate for decades, many researchers have examined the topic. Although mixed results are found, there are five general themes which emerge throughout current literature on assigned homework in young students. First, there is little imperical evidence that the amount of time spent doing homework is related to academic achievement (Dolean & Lervag, 2021; Jerrim et al., 2019; Jerrim et al., 2020; Tam et al., 2023). Second, homework can cause conflict and tension among teachers, parents and students (Grinshtain & Harpaz, 2021; Tam et al., 2023). Third, many parental factors are connected to homework success (McCrory Calarco et al., 2022; Womack & Johnson, 2021; Wu et al., 2022). Fourth, parents have different levels of involvement with homework and their role in homework is often unclear (Grinshtain & Harpaz, 2021; McCrory Calarco et al., 2022; Sayers et al., 2020; Womack & Johnson, 2021; Wu et al., 2022). Lastly, educators are concerned with the student inequality that assigned homework can contribute to (Grinshtain & Harpaz, 2021; McCrory Calarco et al., 2022; Medwell & Wray, 2018; Womack & Johnson, 2021).

Most current literature finds little imperical evidence that the amount of time spent doing homework is related to academic achievement (Dolean & Lervag, 2021; Jerrim et al., 2019; Jerrim et al., 2020; Tam et al., 2023). Some literature points to homework having benefits in one subject, but not another. One quantitative study aimed at determining whether the amount of homework assigned can impact the academic performance of young students. The researchers randomly distribued 440 second grade students from six different schools who were all at or above grade level into thee different groups, each group given different amounts of homework for 20 days. Their results showed that homework had positive effects on writing but not in math. 

The study involved 440 second grade students in six different schools who were all at or above grade level. The students were randomly distributed into three different group, each group given different amounts of homework for 20 days. The results showed positive effects on writing but not in math (Dolean & Lervag, 2021). Another quantitative study aimed at determining the relationship between homework time and academic performance in elementary students used the twin-fixed approach to examine 609 students in Spain. Researchers examined the effects of homework on language and math and found it was not associated with students’ academic achievement (Jerrim et al., 2019). Researchers have investigated the relationship between time spent upon homework and children’s outcomes cross-culturally, across 24 countries. In this quantitative study, data was drawn from reading, math and science standardized assessments. Fourth grade students, their teachers, and their parents completed background questionaires, indicating the amount of assigned homework. The study used a student fixed-effects approach, highlighting differences in homework time amongst the same student across different school subjects. Results again showed little evidence that the amount of homework time elementary children are assigned is related to academic performance (Jerrim et al., 2020).  As one can see from current literature, the homework debate is global issue. Researchers have studied this issue in many countries cross-culturally, and their findings are all similar; homework has little to no effect on student achievement in young children. The wide array of cultures examined in these examples contributes to the validity of the findings (Ary et al., 2019, p. 120). 

Another theme in current literature about homework assigned to young students is homework can cause conflict and tension among teachers, parents and students (Dolean & Lervag, 2021; Grinshtain & Harpaz, 2021; Tam et al., 2023). Grinshtain and Harpaz’s (2021) qualitative study highlighted parents’ engagement in their children’s homework. The researchers interviewed 24 parents and teachers from Jewish and Arab rural elementary schools, coded and analyzed the data, and found that homework increases tension and conflict between teacher, parents, and children. (Grinshtain & Harpaz, 2021). One mixed method study in Hong Kong examined the impact of engaging in self-directed leisure activies during a homework-free holdiday on elementary school children. Researchers examined the student’s experiences, as well as the project’s impact on holiday satisfaction, homework attitudes and self-directed outcomes. Over 1000 elementary age students were interviewed through pre- and post-holiday surveys and compared with control-group comparisons. Findings from the study indicated that students who undertook self-directed leisure activities over a homework-free holiday improved their agency thinking and academic competence while also becoming less likely to see homework as meeting their immediate learning needs (Tam et al., 2023). Researchers Dolean & Lervag (2021) found that several elementary schools across the U.S. have started adopting a no homework policy because “large amounts of homework can be a significant source of stress for students, depreiving them of quality time spend doing enjoyable activities with family and friends” (Galloway et al., 2013; Katz et al., 2012; Pressman et al., 2015, as cited in Dolean & Lervag, 2021). The stress, tension and conflict that homework can cause between teachers, parents and students has many negative effects and is ample reason more research is needed on homework in young students if the practice is to continue.

Many authors of current literature agree that parental factors effect young students’ homework  (McCrory Calarco et al., 2022; Womack & Johnson, 2021; Wu et al., 2022). One quantitative study involving 483 American parents of elementary school children examined parents’ involvement in math homework and activities. Parents reported on their math helping self-efficacy and their involvement in their children’s math homework and activities daily for 12 days. One year later, children’s math motivation and achievement were assessed. Findings from this study showed that parents involvement in homework (vs. activities) was more affectively negative, especially with parents low in self-eficacy. From this study, one can conclude that parents’ math self-efficacy is a factor in the effectiveness of homework positively effecting young students academic achievement (Wu et al., 2022). One longitudinal ethnographic study which examined how teachers account for homework-related inequalities followed 100 students at an American suburban public school. Through observations, interviews and data coding and analysis, researchers found that social inequalities such as socioeconomic status and race effect the support that young students receive with their homework and increase the educational inequality gap for students. The authors suggest that while shools and teachers alone may not unable to fix social inequalities, they should avoid making them worse (McCrory Calarco et al). While some may not classify socioeconomic status and race as parental factors, they are factors given to children by their parents, and therefore have been classified as parental factors in this literature review for that reason. In another quantitative study, researchers examined the factors associated with higher levels of homework involvement with students with an IEP. The study aimed to assess how a child’s IEP status, parents’ demographic characteristics, school-level variables, and parents’ expecations predicted parents’ odds of helping their child with homework. By collecting and analyzing data from a survey invovling 14,075 participants in all 50 states, researchers concluded that parents’ race and income, in addition to school communication, parent satisfaction, and the interaction between a child’s IEP status and parents’ expectations, predicted parents’ chance of involvement in their child’s homework (Womack & Johnson, 2021). Based on the assumption that students with IEPs need parental help with homework more than the average student, and also that most young students need some level of parental help with their homework, one could easily apply the findings from this study to all young elementary age students and assume that these parental factors effect all young students’ homework and academic achievement.

Another theme throughout current literature is parents have different levels of involvement with homework and their role in homework is often unclear (Grinshtain & Harpaz, 2021; McCrory Calarco et al., 2022; Sayers et al., 2020; Womack & Johnson, 2021; Wu et al., 2022). One qualitative study that explored parents’ engagement in their children’s homework by studying 24 participants from Jewish and Arab rural elementary schools found three themes apparent regarding parental help-giving with homework: parent as reminder, parent as partner, and parent as student (Grinshtain & Harpaz, 2021). Researchers in a cross-cultural qualitative study in Sweden and England interviewed 40 first grade teachers from diverse schools ranging in professional experience to examine cross-cultural themes about teachers’ views on the role of parents in the completion of homework. Their findings showed Swedish teachers believe that parents have a limited role with supporting their children’s homework completion whereas the English teachers expect parents to support their children’s homework-related activites. This study shows how teachers’ views are derived from cultural constructs of common sense (Sayers et al., 2020). From both of these studies, it is apparent that there is a lot of confusion for both parents and teachers on what a parent’s role is in the homework help-giving process. 

Lastly, educators are concerned with the student inequality that assigned homework contributes to (Grinshtain & Harpaz, 2021; McCrory Calarco et al., 2022; Medwell & Wray, 2018; Womack & Johnson, 2021). Researchers McCroy Calarco et al (2022) found through their qualitative study which examined teachers’ views about and practices in homework in elementary schools that teachers are concerned about the possible affects of homework on educational inequality (McCrory Calarco et al., 2022). Another quantitative study in England which examined teachers’ views about and practices in homework in elementary schools by interviewing 235 elementary teachers. Their findings showed that teachers are concerned about the possible affects of homework on educational inequality. They found that teachers’ most important reason for giving elementary students homework was to create a partnership with parents, and that the expectation for homework was set by both sides, the parents and the teachers (Medwell & Wray, 2018). Old practices, such as homework, often treat “inequalities in students’ performance as a function of differences in students’ motivation, effort, and ability rather than as the product of structural inequalities in students’ lives” (McCrory Calarco et al., 2022). Literature clearly highlights that the educational equality gap is only exasperated by the aged old practice of assigned homework with elementary students. Research shows that although teachers have good motives for assigning homework, (Medwell & Wray, 2018), it has negative effects on young students’ educational equality. 

Conclusions

In conclusion, the aged old practice of assigned student homework has been a debate for decades. It is an expectation among teachers and parents alike. When one closely examines current literature about the topic, strong themes regarding the impact of homework on young students which cause one to question why teachers still assign homework to young students. There is little to no imperical evidence that the amount of time spent doing homework is related to academic achievement (Dolean & Lervag, 2021; Jerrim et al., 2019; Jerrim et al., 2020; Tam et al., 2023). Homework can cause conflict and tension among teachers, parents and students (Grinshtain & Harpaz, 2021; Tam et al., 2023). Many parental factors, which a young student has no control over, are connected to homework success (McCrory Calarco et al., 2022; Womack & Johnson, 2021; Wu et al., 2022). Parents engage in different levels of homework involvement and their role in homework is often confusing (Grinshtain & Harpaz, 2021; McCrory Calarco et al., 2022; Sayers et al., 2020; Womack & Johnson, 2021; Wu et al., 2022). Educators are concerned with the student inequality that assigned homework contributes to (Grinshtain & Harpaz, 2021; McCrory Calarco et al., 2022; Medwell & Wray, 2018; Womack & Johnson, 2021). One can see that the parental factors such as SES, race and culture and confusion on help-giving expectation of parents are all large factors in homework success for young students, and all aspects that young students have no control over. These parental factors contribute to the educational inequality gap; a current global crisis. 

Current literature highlights the need for more studies to be done to support the ongoing student assigned homework if it is to be beneficial to student success and if educators are to continue with the practice. Gaps in literature are present in research on how academic performance might improve if young students time were spent engaged in other interactive afterschool activities instead of assigned homework. Current research show that homework doesn’t positively effect young students academic success (Dolean & Lervag, 2021), so to take that research further, a future study should include an indepth examination of how academic performance might be effected when young students replaced the time they would have spent on homework with other interactive activies such as games, musical lessons, exercise, and play.  

 

 

 

 

 

 

 

 

 

References

‌Ary, D., Lucy Cheser Jacobs, Walker, D. A., & K, C. (2019). Introduction to research in education. Cengage.

‌Dolean, D. D., & Lervag, A. (2021). Variations of homework amount assigned in elementary school can impact academic achievement. The Journal of Experimental Education, 90(2), 1–18. https://doi.org/10.1080/00220973.2020.1861422

Frey, D. S. (2022, April 14). Why Is Education So Important in The Quest for Equality? MAHB. https://mahb.stanford.edu/blog/why-is-education-so-important-in-the-quest-for-equality/

‌Grinshtain, Y., & Harpaz, G. (2021). Whose Homework Is It? The Elementary School Journal. https://doi.org/10.1086/716639

Jerrim, J., Lopez‐Agudo, L. A., & Marcenaro‐Gutierrez, O. D. (2019). The relationship between homework and the academic progress of children in Spain during compulsory elementary education: A twin fixed‐effects approach. British Educational Research Journal, 45(5), 1021–1049. https://doi.org/10.1002/berj.3549

Jerrim, J., Lopez‐Agudo, L. A., & Marcenaro‐Gutierrez, O. D. (2020). The association between homework and primary school children’s academic achievement. International evidence from PIRLS and TIMSS. European Journal of Education, 55(2), 248–260. https://doi.org/10.1111/ejed.12374

MedlinePlus. (2016). Stress and your health. Medlineplus. https://medlineplus.gov/ency/article/003211.htm

‌Medwell, J., & Wray, D. (2018). Primary homework in England: the beliefs and practices of teachers in primary schools. Education 3-13, 47(2), 191–204. https://doi.org/10.1080/03004279.2017.1421999

McCrory Calarco, J., Horn, I. S., & Chen, G. A. (2022). “You Need to Be More Responsible”: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities. Educational Researcher, 0013189X2211113. https://doi.org/10.3102/0013189x221111337

Ricarda, S., MeiBner, A., & Wirthwein. (2014). Academic Achievement. Research Gate.

‌Sayers, J., Petersson, J., Marschall, G., & Andrews, P. (2020). Teachers’ perspectives on homework: manifestations of culturally situated common sense. Educational Review, 1–22. https://doi.org/10.1080/00131911.2020.1806786

Tam, V. C., Chu, P., & Tsang, V. (2023). Engaging in self-directed leisure activities during a homework-free holiday: Impacts on primary school children in Hong Kong. Journal of Global Education and Research, 7(1), 64–80. https://doi.org/10.5038/2577-509x.7.1.1193

Womack, T. A., & Johnson, A. H. (2021). Examining the Likelihood of Parents’ Homework Involvement With Elementary-Aged Students With Individualized Education Plans. Remedial and Special Education, 074193252110479. https://doi.org/10.1177/07419325211047956

Wu, J., Barger, M. M., Oh, D. (Diana), & Pomerantz, E. M. (2022). Parents’ daily involvement in children’s math homework and activities during early elementary school. Child Development. https://doi.org/10.1111/cdev.13774

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Military-Connected Students Handbook (Capstone project EDUC 696)

 MILITARY-CONNECTED STUDENTS HANDBOOK

Best practices for helping military-connected students succeed.

 

 

 

 

TABLE OF CONTENTS

HISTORY

Military-connected Children………………3   INTRODUCTION The Purpose of this Handbook…………..3 What You Can Expect…………………….3 Definitions……………………………….….4   UNIQUE CHALLENGES Summary………………………….……..…4 Deployments………………….……..……..5 Frequent Moves…………………….…..…7 Academic Gaps……………….…….……..7   PERSONAL EXPERIENCES Adolescents……………………..…….…..8   SUPPORTING MILITARY-CONNECTED STUDENTS Administrators……………………………8 Teachers…………..…………………….10 School Counselors……………………..11   MILITARY FAMILIES Communication……………….…….…..12 Engagement…………………...….….…13   CONCLUSION……………….…......13

HISTORY 

Military Connected Children

Military families are considered the backbone of the armed forces (Dagher et al. 2010, as cited in Hanna, 2020). The stronger the family is at home, the more a military member can focus on the task at hand in a conflict zone. So, supporting military-connected children, in turn, helps in supporting our national defense (Olsen 2012; Torres 2006 as cited in Hanna, 2020). 

Four million children in the United States are considered military-connected (Lester & Flake, 2013 as cited in Hanna, 2020). Eighty percent of these children attend civilian public schools, or public schools outside of a military base.

Despite this large number, most public schools do little to recognize or support the needs of military-connected children, making them one of the most invisible minorities in public education. They look the same as civilian youth, which makes it hard to identify military-connected children based on appearances, keeping them in the shadows (Hanna, 2020). 

Military-connected children face unique challenges every day that may adversely affect their mental health and education. 

INTRODUCTION

The Purpose of this Handbook

Schools can play a key role in supporting and promoting inclusion and diversity. Often, military-connected children remain invisible in public schools. To better support this marginalized group, educators must learn more about them and their needs (Hanna, 2020). Children tend to thrive emotionally, socially, and academically when they perceive support from a caring adult (Easterbrooks et al., 2013; Ginsburg & Jablow, 2006 as cited in Hanna, 2020) and military-connected children are no different in this aspect. Educators are happier and more valuable when they know they are meeting the needs of all their students. In this handbook, educators are provided with a better understanding of military-connected students’ unique challenges and equipped with tools to better support them. It is expected that educators will incorporate this information into their teaching, striving to better meet the needs of their military-connected students. 

What You Can Expect

The information in this handbook provides understanding, resources, and tools for educators to meet the unique challenges of four million military-connected students across the U.S. This handbook is designed to support and ensure success for military-connected students.

Definitions Used in the Handbook

“Not Military-Connected” refers to a student who is not military-connected (Military Child Education Coalition | MCEC, n.d.).

“Military-Connected” refers to a student who is a dependent of a member of the Active Duty Forces (full-time) Army, Navy, Air Force, Marine Corps, or Coast Guard (Military Child Education Coalition | MCEC, n.d.).

“PCS” is an acronym for Permanent Change of Station, referring to a long-term assignment or transfer of an active-duty service member to a permanent duty station location that usually lasts between two and four years, from one state to another within the U.S. or even to another country (Duty Stations & Deployment — Today’s Military, n.d.).

“Duty-station” refers to bases or other installations where service members both live and perform their work (Duty Stations & Deployment — Today’s Military, n.d.).

“Base” or “Post” refer to a facility directly owned and operated by the military that shelters military equipment and personnel, and facilitates training and operations (Wikipedia Contributors, 2020).

“Deployment” is the movement of military units or individual service members to locations outside of the continental U.S. for the purposes of accomplishing specific missions. Not all deployments are combat in nature. Deployments can last from anywhere between 90 days and 15 months, and there are no limits to the number of times that active-duty service members can be deployed (Duty Stations & Deployment — Today’s Military, n.d.).

“ESSA” is an acronym for Every Student Succeeds Act, a law enacted in 2015 which refers to the equal opportunity of all students (U.S. Department of Education, 2017a). With the adoption of ESSA, military-connected students are now recognized as a distinct subgroup (Military Child Education Coalition | MCEC, n.d.).

“MSI” is an acronym for Military Student Identifier code which indicates a student with a parent who is a member of the Armed Forces on active duty (Military Child Education Coalition | MCEC, n.d.).

UNIQUE CHALLENGES

Military-connected children face unique challenges every day that may affect their education. These students experience:

·      Parental deployments

·      Frequent school transfers

·      Frequent moves

·      Feelings of estrangement

·      Stress about parent’s safety

·      Academic gaps

Deployments

The effects of a parental military deployment on students can be significant and very much affect their behavior, social emotional well-being, and academics. Military deployment follows a cycle that brings its own potential stressors depending on the phase the family is in. Educators should receive education regarding the deployment cycle and understand where their students may be within it (St. John & Fenning, 2019). 

The Deployment Cycle 

The deployment cycle has been described by researchers in different ways, but despite the variations, they all follow a common series of events. These include pre deployment, deployment, rest and relaxation, reunion, and reintegration (Pisano, 2014 as cited in St. John & Fenning, 2019). These stages greatly affect a child’s behavior. For example, a school-aged child during the pre-deployment phase may be sad, angry, or moody. Although research shows that the deployment cycle can affect children differently at varying stages, it is important for educators to understand the consequences of each stage of deployment (Creech et. al, 2014 as cited in St. John & Fenning, 2019).

 

The Impact of Deployment on Mental Health and Behavioral Functioning 

School professionals should be watchful for the potential that a parent deployment may have on the social-emotional well-being and behavioral health of military-connected students. For example, one study found that children with a deployed parent have a greater number of mental health diagnoses compared with children whose parents did not deploy (Mansfield et. al 2011 as cited in St. John & Fenning, 2019). Another similar study found that children with deployed parents had an 18-19% increase in behavioral and stress disorders and an 11% increase in emotional and behavioral related healthcare visits (Gorman et. al, 2010 as cited in St. John & Fenning, 2019).

 

Effects on Young Children

Although children of all ages have higher rates of anxiety and depressive symptoms during a parental deployment, studies show there are some differences in younger children vs. adolescents. Young children in military families have shown an increased risk for social emotional adjustment issues, less secure attachment patterns, peer problems, and decreased prosocial behaviors. Some preschool aged children with deployed parents have been found twice as likely to have failure rates on the measures as compared to children with non-deployed parents (St. John & Fenning, 2019). 

 

Effects on Adolescents

Among older adolescents (8^th through 12^th grade), one study (2011) found both boys and girls with a deployed parent were found to have higher odds of reporting suicidal thoughts compared to non-deployed parent adolescents. Another similar study (2011) adolescents with a deployed parent had an increased odds of reporting a low quality of life (Reed et. al, as cited in St. John & Fenning, 2019). 

 

Research clearly shows that children and adolescents faced with the challenge of a deployed parent may have increased behavioral and social emotional adjustment needs relative to children with non-deployed parents or civilian children (St. John & Fenning, 2019).

 

Parental mental health and stress during deployment

The behavioral, academic, and social-emotional health of military-connected students may also be impacted by the adjustment of the non-deployed parent. Stress at home for military families during deployment is increased by separation, which may be associated with less parental emotional availability and inconsistent home care routines. Studies have shown that parental stress was the most significant predictor of a child’s functioning during deployment and related to the child’s externalizing behaviors. In short, military children are not only influenced by their own experiences, but by the stressful experiences their parents are facing as well during deployment.

 

Frequent Moves

Military families move to a new duty station usually every two to four years. This rate is 2.4 times more often than civilians (Clever and Segal, 2013: Wertsch, 1991, as cited in Hanna, 2020). Military-connected children transfer schools nine times, on average, before graduating from high school. 

Academic Gaps

With the frequent transfers of schools, military-connected students often experience academic gaps. These gaps occur because concepts are usually taught sequentially students tend to miss concepts when they transfer schools because concepts were taught before they arrived or in a different way.  

PERSONAL EXPERIENCES

Adolescents’ Experiences

One (2020) qualitative study of military-connected adolescents found that nearly every teen participant spoke about how unaware the rest of the world is about the sacrifices that military families make (Hanna, 2020). Military-connected teens often feel underappreciated. It is often said in the military that while the servicemen and women enlist, their families are drafted (Hanna, 2020). 

Military-connected adolescents voice their frustration about class registration when they transition to a new middle or high school. Military-connected students usually don’t even know which school they will be transitioning into yet when schools allow students to choose their classes and register in the spring. By the time military families arrive at their new school just before the new school year begins, many classes are full and military-connected adolescents aren’t left with many classes choices to choose from. 

In addition to this frustration, adolescents’ express disappointment when special programs or teams require spring registration, application or tryouts and require students to be there in person for.

Military-connected high schoolers that have had to move once, twice, or even three times in high school voice frustration discouragement in trying to fulfill graduation requirements because these requirements change from state to state. When their credits don’t transfer, adolescents often face not graduating on time, taking additional online classes, or taking summer classes to graduate with their peers. This adds stress to an adolescent who likely already feels stress from other military factors and just normal adolescent high school factors such as grades, friends, dating, hormones, etc. 

 

SUPPORTING MILITARY-CONNECTED STUDENTS

Supporting military-connected students within education is the professional responsibility of the administration, teachers, and school counselors. All three can work together serve the unique needs of military-connected students. 

Administration

It is imperative that administration provide teacher and staff professional training on how to identify and respond to the complex needs of military-connected children. 

 

·      Militarychild.org provides information about the Military Child Education Coalition (MCEC) which provides professional development to train professionals to address the challenges facing military-connected children. MCEC offers face-to-face and virtual learning opportunities. Courses offered include: Military Student Foundations, Reducing the Impact of Transition, Pathway to a Sparc, School Transition, The Military Child, Mixed Emotions of Reintegration, The New Normal, We Serve Too, and Supporting Exceptional Military Kids. 

·      The MCEC has also created a series of eight TedEd lessons available for education professionals which focus on the unique aspects of military-connected children and their quest to be college and career ready by the time they graduate from high school. These free lessons can be accessed here:

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

 

 

(Virtual Learning Opportunities - Military Child Education Coalition, n.d.).

·      Administration should provide teacher and staff training about the deployment cycle, the effects of deployment, and the importance of providing stability in the school regarding routine, care, and expectations of military-connected children.

 

Administrators can create a school wide student mentor program, such as the Student2Student (S2S) MCEC program. This S2S program is a student-led and faculty-advised program with the mission to take care of new students. With the S2S program, mentor students show new students their new campus, and introduce them to their new community. It helps new students get to know other students, build new peer groups, and encourage new students to perform better in school. The S2S program impacts the entire student body by uniting the campus to build a culture of inclusion. The results from a S2S student mentor program are improved academic performance and positive peer to peer interactions. This mentorship, or something similar, can be used for all three school levels: elementary, middle and high school. An S2S mentorship team should: provide every new student a tour, eat lunch with the new student, provide academic resources and encouragement, provide activities to the new student to help them meet others, offer 100% acceptance and respect, and actively engage in serving the school and community (Professionals Programs and Resources - Military Child Education Coalition, n.d.). More information in S2S can be accessed here: S2S Information Booklet

 

Administrators should implement the Military Student Identifier Code (MSI) under the Every Student Succeeds Act (ESSA). MSI provides educators with critical information to personalize attention to military dependent children and better meet these students’ needs (Frequently Asked Questions and Suggested Use for Military Student Identifier Code, n.d.).

 

Administration should also implement other school-wide recognition programs such as:

·      

Celebrate “Month of the Military Child” (April) by encouraging all students to wear purple one day. 

·      Celebrate Veteran’s Day and recognize active-duty parents. Invite parents to the school and show recognition in a school program, etc.

 

Teachers

Teachers should stay up to date on current best practices for best supporting the military-connected student’s social emotional and behavioral needs. 

Teachers should provide military-connected students with the support needed to make successful transitions through moves, deployments, and other challenges. Military-connected children have said that moving can be one of the best and the worst thing about their lives. New experiences and life challenges are much easier to deal with when children have caring adults in their corner, and it really only takes one caring adult to facilitate a smooth transition for a child. Research shows that the first two weeks are the most fragile for a student in a new school, but if they feel welcome, academic and social success is easier (A Spectrum of Things to Consider about Military Kids, n.d., 2:02). 

Teachers can help students manage their stress. Military-connected students experience much change and lack of control over their lives which causes stress. Teachers can help students manage it by helping them understand that it’s ok to not be in control, because God, who loves them and is working for their good in transition, is in control. Students can understand that while the world is ever-changing, they can be reminded that their hope is secure in the One who is constant: “Jesus Christ is the same yesterday and today and forever” (Hebrews 13:8 as cited in Gina Brenna Butz, 2020).

Teachers monitor students’ well-being and identify if any additional professional counseling or support is needed.

Teachers communicate with parents to understand where the family is at in the deployment cycle or any other pertinent information.

Teachers take part in school-wide programs such as April being “Month of the Military Child”, Veteran’s Day, or any other recognitions or celebrations. These programs help military-connected students feel appreciated and recognized for their sacrifices that they make for freedom. 

Below are additional tips from Edutopia.org for teachers to use in supporting military-connected students in the classroom:

·      Make routines obvious and expectations clear: military children have attended many schools which have all been run differently. Even though what may seem intuitive to most, may be confusing to a new military-connected student (Fiechtner, 2020). 

·      Look for academic gaps and help students find ways to close them: curriculum is designed to be sequential, and when students change schools frequently, they may miss important academic content. Even students who normally excel in a certain area may struggle when they have missed important concepts. On the flip side, some military-connected students may have already learned some of the content in their past school, or learned it in a different way, which creates a great opportunity to let them support their classmates and share their knowledge. Teachers should use pre-assessments when possible, to gain insight into students’ content knowledge (Fiechtner, 2020).

·      Focus on relationships: military-connected students typically are friendly, social, and adept at stepping into new settings and teachers can capitalize on this attitude by taking conscious steps to build relationships with them. Give them opportunities to share where they’ve been and what they’ve learned; many military-connected students have had amazing adventures living abroad, completing monumental road trips, and experiencing diverse cultures around the nation and world (Fiechtner, 2020).

School Counselors

School counselors must be knowledgeable in military culture to successfully support military families in overcoming the challenges they face. They should work to build rapport with military-connected students. School counselors can work with military-connected students individually who have difficulty in the classroom, especially during the deployment cycle. School counselors can also partner with parents during deployment, and even offer the non-deployed parent support in terms of community resources that might be helpful (Cole, 2014). 

School counselors can meet with military-connected students periodically to assess their health and well-being. School counselors can be a valuable resource for students who may have difficulty making friends. Even though military-connected students get plenty of practice, some would benefit from working with a school counselor to learn what makes a healthy friendship and equip them with the tools they. Need to build stronger bonds and feel more confident in making new friends. Offering this support can help some military-connected students enjoy better friendships for life (Poppy O'neill, 2021).

Professional school counselors can also assist military-connected children in managing anxiety, the number one mental health problem facing children today. While childhood should be a happy and carefree time, more and more children are exhibiting symptoms of anxiety. School counselors can also help military parents understand how much anxiety is normal and when to seek professional help (Chansky & Stern, 2004).

Because of their position in the school as well as background in counseling, professional school counselors play a valuable role in partnering with military families to help their children cope with the social, academic, and emotional challenges they face. Overall, the professional school counselor serves as a valuable educator, supporter, facilitator, and resource provider to military families in their school (Cole, 2012).

MILITARY FAMILIES

Communication

Communication with military families is important. No one knows a child as well as parents do, and they can be key to keeping an educator informed about a student’s health and well-being. Educators should keep ongoing communication with parents about any upcoming moves, deployments, or other stressors.

Suggestions for parent communication: 

·      Phone calls

·      In-person meetings

·      Notes home

·      Emails

·      Technology such as Skype or FaceTime

Engagement

It is important to engage military families in the classroom. They often feel new to the community and may need encouragement getting involved and finding their place. 

Ideas to engage families include:

·      Develop a welcome packet for military-connected students.

·      Encourage parents to be active in the school.

·      Use technology such as Skype or FaceTime to communicate with active-duty service members who may want to attend conferences but can’t attend in person.

·      Promote student participation in extracurricular activities.

·      Invite a parent in to read a book to the class.

·      Invite a parent to share about their job in the military on career day.

·      Recognize the active-duty parent at a Veteran’s Day program or celebration.

·      Show support for the military by displaying the service member’s branch of service symbol on or near a teacher’s door. It will show support for the military family and also help military-connected students identify others like them.

·      Have the class write letters of appreciation to a veteran, including any class parents.

·      Create a “Hero Wall” in the school with names of veterans, active-duty service members, police, fire and rescue family members.

·      Say “Thank you” to military families to show appreciation. Remember that the entire military family serves, not just the active-duty service member parent. 

CONCLUSION

Military-connected students are usually resilient, friendly, adventurous and patriotic, and a fantastic addition to any classroom. They’ve lived many places and experienced many cultures, often abroad, and are excited to share what they’ve learned. They’ve made many sacrifices, and appreciate it being acknowledged and valued. They usually adapt quickly and want all the normal things their nonmilitary-connected peers want: to be accepted, respected and valued by teachers and peers.

Military-connected students face unique challenges including parental deployments, frequent moves, frequent school transfers, achievement gaps, feelings of estrangement, and stress about parent’s safety. These challenges can be significant and affect military-connected students’ behavior, social emotional well-being, and academics. Educators can help students adapt and ease transitions. Most military-connected students attend off-base public schools. Educators at off base schools must do more to meet the needs of their military-connected students. There are many resources available to help educate these professionals on best practices to support and ensure military-connected students thrive. It is expected that educators will incorporate the information within this handbook into their teaching, striving to better meet the needs of their military-connected students. 

 

REFERENCES

A Spectrum of Things to Consider About Military Kids. (n.d.). TED-Ed. Retrieved April 18, 2023, from https://ed.ted.com/on/0krz7o9g

Chansky, T. E., & Stern, P. (2004). Freeing your child from anxiety : powerful, practical solutions to overcome your child’s fears, phobias, and worries. Broadway Books.

Cole, R. F. (2012). Professional School Counselors’ Role in Partnering With Military Families During the Stages of Deployment.

Cole, R. F. (2014). Understanding Military Culture: A Guide for Professional School Counselors. The Professional Counselor, 4(5), 497–504. https://doi.org/10.15241/rfc.4.5.497

Duty Stations & Deployment — Today’s Military. (n.d.). Www.todaysmilitary.com. Retrieved April 18, 2023, from https://www.todaysmilitary.com/life-in-the-military/relocation-deployment/duty-stations-deployment

‌ Fiechtner, J. (2020, March 6). 3 Ways to Support Military Kids in the Classroom. Edutopia. https://www.edutopia.org/article/3-ways-support-military-kids-classroom/

Frequently Asked Questions and Suggested Use for Military Student Identifier Code. (n.d.). https://www.militarychild.org/upload/files/resources/FAQs_on_MSI.pdf

Gina Brenna Butz. (2020). Making Peace with Change. Our Daily Bread Publishing.

Hanna, J. L. (2020). Removing the Camouflage: A Deeper Look at Military-Connected Adolescent Perception of Identity in Secondary Schools. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(4), 184–194. https://doi.org/10.1080/00098655.2020.1758014

Poppy O'neill. (2021). Help your child make friends : 101 ways to nurture healthy and happy friendships. Vie.

Professionals Programs and Resources - Military Child Education Coalition. (n.d.). Www.militarychild.org. Retrieved April 18, 2023, from https://www.militarychild.org/audience/professionals

St. John, L. V., & Fenning, P. (2019). Supporting the behavioral and mental health needs of military children. Preventing School Failure: Alternative Education for Children and Youth, 64(2), 99–105. https://doi.org/10.1080/1045988x.2019.1680945

U.S. Department of Education. (2017a). Every Student Succeeds Act (ESSA). U.S. Department of Education. https://www.ed.gov/essa?src=rn

 

Virtual Learning Opportunities - Military Child Education Coalition. (n.d.). Www.militarychild.org. Retrieved April 18, 2023, from https://www.militarychild.org/programs/virtual-learning-opportunities

Wikipedia Contributors. (2020, January 4). Military base. Wikipedia; Wikimedia Foundation. https://en.wikipedia.org/wiki/Military_base

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